The Last Supper by Leonardo Da Vinci Essay Example For Students

The Last Supper by Leonardo Da Vinci Essay The renaissance marked a point in time in which it was the most advanced society had ever been. The renaissance sparked a revolution in art. Artwork became more realistic. Although religious topics continued to be a dominant subject matter, artists used linear perspective, greater facial expressions, and three-dimensional techniques to make paintings more realistic. The Last Supper by Leonardo Ad Vinci, created during the Renaissance, exhibits many of those values from that period, including the portrayal of religious subjects and the use of a realistic style and respective. Leonardo was born on April 15, 1452 in Vinci, Italy (Louvre). Leonardo father was 25 and his name was San Piper and his mother was a peasant named Catering. After Leonardo birth, his father took custody and his mother went on and married someone else. Leonardo had ended up with a total of 17 half brothers and sisters (Leonardo Ad Vinci Paintings). He had access to many scholarly texts while growing up. He also grew up amidst Vines long tradition of art (Renaissance). At the age of 15, Leonardo became an apprentice at Andrea del Overreach in Florence. We will write a custom essay on The Last Supper by Leonardo Da Vinci specifically for you for only $16.38 $13.9/page Order now Even though he was an apprentice, he was better than his master. In 1477, he left his apprenticeship and opened his own shop(Renaissance). Looking to make some money, he entered the service of the Duke Ludicrous Sports and duchess Beatrice detest of Milan in 1482. He spent 17 years in their service, painting, sculpting, and designing weapons, buildings, and machinery. During those years his artistic and scientific achievements peaked. While in the service of the Duke and the Duchess, he studied nature, aviation, thematic, and engineering, including designing the churches and fortresses. He also designed weapons, including tanks and submarines. In addition, he studied anatomy, producing many sketches of the human form. He was interested in so many things, that he usually didnt finish what he started. One exception to this is The Last Supper (Renaissance). In 1495, the Duke commissioned him to paint The Last Supper (Leonardo Ad Vines Life). The painting is fairly big, measuring about xx Ft. It is a mural, which meaner it was painted directly on a wall. This mural was painted on a dining hall in a monastery in Milan, Italy (Louvre). He drew upon his skills as an inventor and decided to paint it on a dry wall rather than on wet plaster. This meaner that the painting is not a true fresco. A fresco requires the artist to work on the painting continuously until it is done. He instead used geese to seal the wall to give him more time to work on the project and not have to do so continuously. He preserved the painting with tempera, but his method did not work well. The painting began deteriorating soon after it was completed (Louvre). The painting, which took Leonardo three years to complete, represents the scene of Jesus last supper with his apostles as described in the Bible. At the supper, he told his apostles that one of them would betray him. The faces of the individuals in the painting exhibit their realistic emotions in response to this announcement. Each of the apostles react differently. Some were surprised and some look upset. The first group on the left consists of Bartholomew, James and Andrew. They are all surprised. The next group includes Judas, Simon, and John. In one hand Judas is holding the bag f silver that he received for betraying Jesus and in his other hand, he is reaching for a piece of bread which represents Chrisms body in the Bible. In the Bible Jesus said that the first man to share bread with him would betray him. Simon is holding a knife which foreshadows the incident when he chopped of a mans ear defending Jesus. John the one that looks like a women, appears to be fainting. The third group is made up of Thomas, James, and Phillip who all appear shocked. .u9be4774b2e8bf16add7e25fb255d8296 , .u9be4774b2e8bf16add7e25fb255d8296 .postImageUrl , .u9be4774b2e8bf16add7e25fb255d8296 .centered-text-area { min-height: 80px; position: relative; } .u9be4774b2e8bf16add7e25fb255d8296 , .u9be4774b2e8bf16add7e25fb255d8296:hover , .u9be4774b2e8bf16add7e25fb255d8296:visited , .u9be4774b2e8bf16add7e25fb255d8296:active { border:0!important; } .u9be4774b2e8bf16add7e25fb255d8296 .clearfix:after { content: ""; display: table; clear: both; } .u9be4774b2e8bf16add7e25fb255d8296 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u9be4774b2e8bf16add7e25fb255d8296:active , .u9be4774b2e8bf16add7e25fb255d8296:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u9be4774b2e8bf16add7e25fb255d8296 .centered-text-area { width: 100%; position: relative ; } .u9be4774b2e8bf16add7e25fb255d8296 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u9be4774b2e8bf16add7e25fb255d8296 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u9be4774b2e8bf16add7e25fb255d8296 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u9be4774b2e8bf16add7e25fb255d8296:hover .ctaButton { background-color: #34495E!important; } .u9be4774b2e8bf16add7e25fb255d8296 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u9be4774b2e8bf16add7e25fb255d8296 .u9be4774b2e8bf16add7e25fb255d8296-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u9be4774b2e8bf16add7e25fb255d8296:after { content: ""; display: block; clear: both; } READ: Leonardo Pisano EssayThe fourth group consists of Matthew, Jude, and Simon who seem to be discussing the matter. The Last Supper uses perspective for a three-dimensional effect. Leonardo used one point perspective. This perspective involves all parallel lines converging in one place called the vanishing point. This method makes the picture proportional and places emphasis on the object at the vanishing point(Rival 2). Jesus face is at the center of the vanishing point representing his importance. Additionally, the painting uses balance, grouping the apostles in four equal groups of three with Jesus in the middle. There were also three windows. Three represents the holy trinity (Leonardo Ad Vines Life). Leonardo representation of The Last Supper differed from earlier portrayals of the meal in a number of ways. Earlier depictions did not include Judas in the group. He was always off to the side. In Leonardo version, he is including in the group, but placed in a shadow. Earlier paintings also put halos around the apostles heads, but Leonardo chose to make it more realistic and left the halos off. Finally, the perspective of Leonardo version improved on the odd looking perspectives used in earlier paintings such as the painting by Disco in which it looks as if the table is on its side. Leonardo The Last Supper is a good example of a Renaissance piece of art because it shows many Renaissance values like portrayal of religious subjects and the use of a realistic style and perspective. The painting is three-dimensional and the figures show realistic emotions. All the subtle secrets you can see in the painting are very fascinating. The Renaissance has been one of the most interesting and smartest times in mankind.

Rome Empire essays

Rome Empire essays World History ISP Essay The Roman Empire Two thousand seven hundred and fifty five years ago in 573 B.C., there lay seven wooded hills along the Tiber River in central Italy. From these hills the greatest Empire to ever exist was created, Rome. Rome was the super power of its time. By 275 B.C. it controlled most of the Italian Peninsula. At its peak in the A.D. one hundreds The Roman Empire covered about half of Europe, much of the middle east, and the north coast of Africa. The Roman Empire was the Greatest Empire of all time. The Tiber River allowed for a convenient sea route, which was an only24 kilometer to the west. Rome was far away enough from the sea to defend themselves from pirates, the hills were very steep which made it easy to defend against enemy attacks. Other factors, which made the land suitable for civilization, include fertile soil and excellent building materials that were located nearby. Rome had many natural resources including a surplus of grain from Sicilys fertile grain fields. The Roman Empire probably had from 50 to 70 million people at its height, from that number approximately 1 million lied in Rome, and 5 to 6 million in the rest of Italy . The People of the Ancient Roman Empire represented a lot of different cultures and religions. In Rome they spoke mostly Latin, though in conquered territories the civilians who were conquered usually spoke their native languages and practiced their own religions. ...

Personal Values Developement Paper Essay Example | Topics and Well Written Essays - 1250 words

Personal Values Developement Paper - Essay Example Society's standards of right or wrong become a part of the individual. The individual learns the professional ethics, commitment, compassion, cooperation, empathy etc. from the society in general and her surroundings in particular. The values are gradually translated into building the career, profession and overall personality of the individual. The values result in quite distinct approach that is adopted towards the profession and the society. For example some people opt for the field of medicine because they consider, 'Service to humanity is service to God', as this saying has a great influence in their opting for this particular career. But there are some others, who consider the profession as a money spinner, full of opportunity to make a mark and be counted as a successful medical practitioner. At any point of time, both types of doctors might be doing quite well in their fields, but their approach is quite distinctive and gradually people are also able to figure it out. This goes a long way in making a difference between a 'successful' person and a 'great' person. While talking about the value concept Bagnall (2006) says that the values may be best understood as identifying and nurturing the directional qualities of individuals and social entities. These values are built through a process of interaction with people, institutions and involvement in community activities etc. I grew up in an environment, where respecting elders is considered a solemn duty by the people. I got to learn this as a way of life, right from my childhood, without actually realizing the meaning of it all. After growing up I understood that respecting elders forms a value education proposition. Since I know the importance of inculcating these values right from childhood, I am taking care that my son too grows up in such an environment, where he observes me as giving due respect to the elders. I fully understand that whatever bookish knowledge I may provide to my son on the subject, I will remain his primary source of learning for this trait. These values will be reflected in whatever he does from now on. An ethical speaker Frank Bucaro (2003) states that 'Values Are Caught, Not Taught'. This statement in a way sums up the learning process of values and eth ics. Bucaro further explains that everyone embodies three psychological persons: the child, the parent and the adult. The child is mainly guided by emotions. Therefore, I am taking fullest care to make sure that my son grown in an environment where he gets a good value education. The importance of value education is even realized by the business leaders as well. They emphasize the need for ethical behavior while carrying out the business activities. Such an ethical behavior also helps in value addition to the product and services, so that the customer feels fully satisfied, which in turn helps the companies or the organizations in furthering their business prospects. As part of corporate culture, reputed organizations, hospital, health care services etc. make it a point to see that the sensibilities of its existing/ prospective customers are not hurt so that the customer too adopts the company as one belonging to its own culture. Organizations too take the values and character that its owners believe in. Character education is

Reflective Questions That Require to Think Critically Essay

Reflective Questions That Require to Think Critically - Essay Example The essay "Reflective Questions That Require to Think Critically" offers a comparison and contrast of provided articles with regard to their purpose, organization, data compilation, analysis, and conclusions. The paper also differentiates correlation research from other research types and offers a description of a study plan for studying. The following is an overview of a World Bank research titled ‘World Bank policy research on vocational education and training† the purpose of this article is to establish whether it is important for the World Bank to fund educational projects. The study focuses on vocational education and training with an aim to identify benefits of such projects to young people. Concurrently, the provided article equally focuses on deductive processes within the education process. The organization of the study is as follows; first, the article begins by citing the origins of different educational projects, which are funded by the World Bank. There is a highlight of the assumptions considered before undertaking of the research. The article offers an explication of different challenges, which arose during the conduction of the study. The provided article deduces the background, methodologies; furthermore, it focuses on literature prior to presenting the postulations. There is a further exp lication of how the scope of the study was limited and how the entire project was structured. There is a provision of the research literature and ground study results that are significant to the study.

PH Titrations Lab Report Example | Topics and Well Written Essays - 1000 words

PH Titrations - Lab Report Example In the chemistry of acids and bases, titration is used in determining the value of pH for different solutions (Verma, D. 2006). Whenever we carry out an acid-base titration, an indicator is normally used in telling whether the solution is an acid or a base. In other cases an indicator may change its clear a process that is described as a titration end point. In many cases, color changes may be observed in mixing two solutions together in the proportions that are exact. Such a mixture may be defined as an equivalence point. In order to gain more understanding on titrations, an experiment was set to investigate the pH values for different solutions. Hypothesis The hypothesis of the study was to determine the pH at the equivalence point and the unknown concentration of the acids Aim The aim of the study was to find out the pH at different points of the unknown acids concentration. Methodology. Apparatus. The instruments and the apparatus used in this study include Bulb Pipette, burette, conical flask, 3 substances; HCl, NaOH, and CH3COOH, beaker, electrode, Magnetic, stirrer, and the pH meter. Procedure The burette was filled with 1,0 mol of sodium hydroxide dm-3 up to a zero mark. The conical flask was also filled. About 25cm3 of 0.1 moldm-3 of HCl was added using a pipette. The flask was placed on a magnetic stirrer, and the stirrer dropped back into the flask. The stirrer was turned on in the medium to avoid movements of the bar to hit the glass. The titration was them started with a similar volume to that in the table. After each titration the pH for each solution was recorded. The process was repeated for vinegar and hydrochloric acid. The collected data was presented in table 1 and 2 in the results section. Table 1: pH values for HCl V of NaOH PH of HCl 0 1,86 1 1,91 2 1,98 2.5 2,03 3 2,09 3.5 2,22 4 2,43 4.2 2,53 4.4 2,74 4.5 2,96 4.6 3,29 4.7 5,10 5 10,85 5.5 11,44 6 11,64 7 11,46 CV=CV NaOH Acid HCl 4,7x0,514=25xC C of HCl=0,0966 Table 2: pH values of CH3 COOH V of NaOH PH of CH3COOH 0 2,91 1 3,76 2 4,36 2.5 4,58 3 4,84 3.5 5,10 4 5,70 4.2 6,38 4.4 10,15 4.5 10,60 4.6 10,75 4.7 10,90 5 11,10 5.5 11,43 6 11,61 7 11,81 NaOH CH3COOH 4,3x0,514 = 25xC C of CH3COOH=0,0884 Graph 1: A graph of base versus strong acid Graph 2: A graph of a weak acid and a base. Discussion In this experiment the set up was used in calculating the quantity of the acid that is unknown inside the receiving flask through measuring the quantity of the tyrant or the base taken for the acid to be neutralized. In many cases, there are two categories of methods used to identify a neutralized solution. The first method involves using a pH meter inside the receiving flask and adding the base up to when the value of the pH reads 7. Another method uses an indicator (Matar, S. 2001). In this case, an indicator is a base or an acid having a conjugate base or acid with a color different from that of a compound that is original. There would be some changes in the color when th e solution has a one to one ratio of the mixture of the different forms of colored indicators. From the equation of the Henderson-Hasselbatch, the pH of the solution would be equated to the pH of the indicator when the indicators’ end point is realized. At this point, the solution’s pH and the titrand’s volume would be identified, and the amount of base needed for neutralization of the solution that is not known can easily be deduced. The obtained data was

The Shona People Of Zimbabwe History Essay

The Shona People Of Zimbabwe History Essay The Shona people of Zimbabwe, Mozambique and southern Zambia belonged to the Bantu. They formed almost three quarters of the population of Zimbabwe and were under British colonialism for almost a century. The Shona are one of the three major cultural groupings of mixed farmers that predominated in southern Africa. The two others are the Sotho-Tswana and Nguni. Before 1500, a Shona clan, the Rozwi established a great kingdom known to Europeans as Monomotapa which stretched from the Kalahari to the Indian Ocean and from the Limpopo to the Zambezi. By the end of the 15th century, Monomotapa broke up into several Rozwi dominated successor states that survived into the early 19th century. Shona society was founded in the Zimbabwe plateau region of South-central Africa. The original inhabitants of Zimbabwe were the Shona group called Hungwe who were conquered by another group, the Mbire. The Mbire founded the Mutapa and Rozwi Empires that were destroyed by the fleeing Nguni tribes, especially the Ndebele of Southwest Zimbabwe and the Shangane of southeast Zimbabwe during the Mfecane uprisings. The Mutapa Empire covered a substantial part of modern Zimbabwe and incorporated the whole of Mozambique, South of the Zambezi river and north of the Sabi river to the sea. Some of the tribes of modern South Africa, mostly the Venda and Lovendu originated from the Shona. Other Shona tribes include Barwe, Manyika, Ndau, Korekore, Shangwe and Guruuswa. Shona society organized many of its descent principles through men rather than women. The emergence of Shona language was probably a development of the later Iron Age. Like the Sotho-Tswana and the Nguni, the Shona belonged to the so uthern Bantu language group. Shona language (chiShona) is widely spoken in, Zimbabwe, Mozambique, Zambia and Botswana. Shona is one of the principal languages of Zimbabwe. Shona language has several dialects including Hwesa, Karanga or Chikaranga spoken in Southern Zimbabwe with subdialects of Duma, Jena, Mhari, Ngova, Venda, Nyubi and Govera; Zezuru dialect include Chizezuru, Bazezuru, Mazizuru, Vazezuru and Wazezuru that are spoken in Mashonaland and central Harare; Korekore dialect is widely spoken in northern Zimbabwe. The balanced and varied resources of the Zimbabwe plateau provided a wide range of environmental and economic factors to underpin the spectacular growth of Shona states. The Shona occupied much of the modern Zimbabwe and the area between the Sabi and Pungwe rivers and extended to the Indian Ocean in modern-day Mozambique. The Shona people migrated into the modern day Zimbabwe during the great Bantu expansion. Between 16th and 19th centuries, Shona groups, especial ly the Tsonga and Nguni lived in dense settlements. By 1800, the greater proportion of Zimbabwe and Mozambique was populated by the Shona people. The Ndebele pushed the Shona northwards before the invasion of the European settlers in the 19th century. Its probable that the Shona originated from the Congo Basin area and migrated southwards into Rhodesia at the end of the first millennium. The first stone building at Zimbabwe were the works of the Shona people. Most of the stone works on the Acropolis were constructed by them. The Shona also began to build in the valley during the 13th or 14th century. They established the Great Zimbabwe civilization with stone wall enclosures. The Great Zimbabwe was indeed a thriving center for professional masons. The word Zimbabwe is Shona term for houses of stone. This civilization developed in an area with excellent pasture for grazing, farming, hunting, mining and long-distance trading which made the Great Zimbabwe a prosperous state in the region. Possession of cattle was a symbol of power and wealth that was concentrated in the hands of those in the position of authority. The Shona set up many other states including Changamire, Mutapa and Torwa. In the 17th century, recruitment into the army was rewarded by cattle. Enlistment into the army made the ruling elite to organise raids for capturing livestock and other booties. In this process, Changamire state developed a professional standing army. Shona society enjoyed reasonable political organization in the decades that preceded European partition. It was divided into lineages and a male member belonged to the fathers lineage; a married woman joined her husbands lineage. Each lineage was symbolized by annual totem. Shona people identify themselves with clans rather than the group. Communities in turn have mixture of clans. The political economy of the Shona society was not based on an equal sharing of resources or wealth inspite of a political ideology that often claimed equality. The fundamental political issue was land. Control of land use for cultivation, game, grazing and mineral resources was the basis of power relations between the ruler and the subjects. The rulers claimed authority over land. Economically, the Shona practiced agriculture, mining and pastoralism. The most specialized sector the economy was gold-mining. Gold was important source of Shona wealth at Great Zimbabwe, but cattle continued to be the backbone of the economy. The Shona formed part of the gold trade network that reached China. The Portuguese had contacts with the Shona and established themselves in what became known as Mashonaland before they were driven out at the end of the 17th century by the Rozwi Changamire dynasty. In Central Africa, the Shona groups were the first to accept European settlement. But under the Mwene Mutapas, the Portuguese were never able to control the Shona absolutely. In the 1690s, the Changamire rulers who were successors of the Mutapa dominated a large territory and remained free from the Portuguese invasion. They controlled gold production and gold trade than other rulers in the Zambezi-Limpopo region. They constructed stone buildings and accumulated vast gold ornaments a t their capitals, Dhlodhlo and Khami. They collected tribute from their subjects and vassal states. They had over 3000 warriors and waged wars over their surroundings. Changamire state continued to expand before it was overthrown by conquerors from KwaZulu in the 1830s. In response to capitalism in southern Africa after 1870, agriculture and migrant labour further developed. Shona peasant farmers supplied white farmers in Rhodesia with variety of crops such as poko corn, millet, groundnuts, tobacco and so on. The Mwanamutapa was the first major civilization in Zimbabwe. It was founded in about 1420 among the Karanga people at the Great Zimbabwe. This empire expanded by 1440s to include all of the Zimbabwe plateau and Mozambique. By 1490, the empire split into two sectors: Changamire in the south (including the Great Zimbabwe) and Mwanamutapa in the north. The gold and ivory trade attracted Arab and Swahili traders who settled in the major towns. During this period, the Great Zimbabwe region became the wealthiest and most powerful society in southeast Africa. In the early 16th century, Portuguese traders and soldiers established contact with the empire. Following the visit of Antonio Fernandes to Mwanamutapa empire, the Portuguese became interested in controlling the hinterland gold trade. The Portuguese were interested in commercial activities. They opened up the trade routes to the gold-producing areas from the coastal areas of Sofala and Mozambique. The Portuguese used the Zambezi River as their major route to the hinterland. They founded fortified and garrison towns at Sena and Tete on the Zambezi. They took over the Swahili trading posts and established new ones in the gold bearing region at Masapa, Luanze, Dambarare, Ongoe and Maramuca. Through these efforts, they controlled substantial part of the Shona gold trade. But the Swahili traders diverted some of the gold resources to the coastal settlements north of Mozambique where they evaded the Portuguese patrol and transported gold to Arabia and/or India. Power struggle among the Mbire led to the fall of the Mutapa state and the establishment of the Rozwi Empire in the southwest of modern Zimbabwe. Between 1560 and 1561, a Portuguese Jesuit missionary, Goncalo da Silveira visited Mwanamutapa and converted many Shona including King Nogomo Mupunzagato to Christianity. In 1569, King Sebastiao of Portugal sent a thousand men under Francisco Barreto to gain control of the gold mines and explore the possibility of expelling the Swahili traders as well as securing protection for the Portuguese missionaries. The Portuguese expedition reached Zambezi and Sena but most of them were attacked by malaria. Despite their impressive military power, they were not able to exert enduring control over the Shona. When Kapararidze assumed power as the new Mwene Mutapa in 1628, he attempted to unite his kingdom and expel the Portuguese. In turn, the Portuguese supported his rival to power, Mavura and ousted Kapararidze. Mavura declared himself as a vassal o f king of Portugal but anti-European protests followed among the Shona. A Portuguese military expedition suppressed the protests and strengthened Mavuras reign. He continued to enjoy the military protection of the Portuguese but suffered from the shrinking territory and subjects. He granted Portuguese officials who commanded the forts at Sena and Tete jurisdiction over lands and the inhabitants of the areas. Private Portuguese individuals enjoyed similar privilege from Mwene Mutapa. By 1677, the Portuguese had conceived the idea of planting a colony of settlers in Shona to enhance Portuguese power. The European settlement in the Zambezi valley was affected by heavy mortality. However, some of the Portuguese and Indian settlers established families that promoted Portuguese power in east Africa before the 20th century. The Portuguese elements integrated into the local African culture but they were turbulent chiefs due to their firearms. By the mid-17th century, the beleaguered Mwanamu tapa empire was controlled by the Portuguese. In 1690, the Portuguese was deposed by the Rozwi that was formed by the re-united Shona dynasties. King Changamira of Rozwi extended his control over the mining region of Zimbabwe. Rozwi Empire came to an end due to the attacks of led by Mzilikazi and Ndebele during the Mfecane wars. In 1890, the British South Africa Company invaded the Shona territory. At this point, the Shona had weak central kingdom. The Shona, like the Ndebele lost their economic resources including land and cattle. They were subjected to forced labor. The British conquest also led to the collapse of the old political structures. The Shona were mobilized through the religious authority of a spirit called Mlimo. The Shona and Ndebele rose in rebellion against the British forces between 1896 and 1897 using guerilla tactics. After two to three years of the British South African Company rule, both the Ndebele and the Shona had grievances including confiscation of cattle, expropriation of land, compulsory labour, harsh taxation, insubordination of Africans by white officials. These were the proximate factor was the Jamesons raid which led to the African revolt. Jameson was the administrator of Mashonaland who conquered the Ndebele in 1893. The combined forces of Ndebele and Shona attacked the company. The European settlers lost about 10 per cent of their population. Unlike the Ndebele, the Shona were fragmented people. They were only united by religious institutions, especially Mwari whose shrines were located in the caves with elaborate priests and messengers. Mkwati and his followers mobilized the people that the Mwari was prepared to kill all the white settlers. The revolts started with localized resistance to Europeans and Company rule from 1891-96. The resistance of Nyandoro in the East of the Salisbu ry district in April 1896 marked the beginning of the Shona uprising. Shona revolt was influenced by the Ndebele uprising of March 1896 led by Mkwati who forged alliance between Ndebele and Shona against Europeans. Religious organizations were a reinforcing factor in the rebellion. People were mobilized through the Mwari religious cult. Shona resistance to colonial rule in the 1890s took the form of desertion from underpaid labour, abandonment of settlements due to tax and labour demand, theft, cattle maiming between 1894 and 1896. Globally, the Shona people are known for their art works: stone sculpture and mbira music. Despite the tremendous influence of western scientific worldview and Christianity, the Shona remained attached to their traditional metaphysics. The Shona are not passive assimilators of European modernity, they have fused western science with tradition to shape their African modernity. After the uprisings against European settlers were defeated, independence wars occurred in Rhodesia (Zimbabwe) and Mozambique in the 1960s and 1970s. Since the 19th century, the Shona have migrated to work in the South African mines. They also migrated to large industrial cities. Some were dispossessed of their land in order to allow European settlers farm. Most of the Shona were educated in Chritianity missionary schools. They also benefitted from the training in improved agriculture. Rasheed Olaniyi

Fast PLants :: essays research papers

How Tall can Your Fast Plant Grow? Procedure: During the fast plant life cycle many things were taken into account. The plants all started out as a seed. Data was collected every Tuesday and Thursday after class. The kind of quantitative data that was collected was the height of each plant on the days that we would go in and check them. The qualitative data that was collected was our drawings of the plants. We were able to add details to the pictures. The purpose of this experiment was to be able to view the complete life cycle of an organism. All of the plants that we used in the experiments were F2’s . Analysis: The germination took place within the first 3 days of planting the seeds. It was noticed that in the time frame of the 3rd and 5th day the cotyledons became visible. The first true leaves made their appearance right around the 10th day. The days surrounding the 13th day lead to flower buds actually forming and showing up. The plants were starting to get flimsy so on day 17 we added stakes to support the young plants. Our first flowers started to bloom around the 27th day. They were yellow and petite. Pollination took place a day later. We cut the wings and heads off of the bee and glued it to a toothpick. We then gently brushed the bee over the flowers to help the pollination procedure. After all of the pollination was done, seed pods started to develop 30 days after the initial planting. The plants stayed healthy for a couple more days after this. It was around day 36 that the plants started drying up and dying. It was time for the plants to be harvested for their seeds th ey had produced. While working with our plant it was exciting to look around and see how other plants were coming along. I like to think that our plants were in the top percentile of successful plants. They grew up fast and tall while others seem to take a while to get the same height. Weekly growth seemed to be exceptional. It seemed like every Tuesday that I came in to check my plants they had grown so much over the weekend. Some occasions the plants would grow as much as 4 centimeters just over the weekend. Of the four plants that we had remaining at the end of the experiment, two were hairy.

Realism and Its Role in US War Against Iraq Essay

Presence of biological warfare, inhumane leadership, anti-democracy; these were the reasons which were proclaimed in the past explaining US war against Iraq. I believe that US spearheaded by then President Bush played Realists in their decision-making vis a vis the issue at hand. Tony Blair himself admitted few months after US won Iraq over their Head of State, Saddam Hussein, that there were no biological warfare proven to be under the custody of the latter’s government. Moreover, most nations believe that despite Hussein’s dictatorial means, he was nonetheless feared hence was able to maintain peaceful coexistence between two Islamic yet conflicting groups- the Sunni and Shi’ite. As regards, the question of the absence of democratic government in Iraq, isn’t the establishment and sustainability of any government dependent on its constituents/nationals? Who is the United States to take away the chance from Iraq’s own people to deal with their own government and its leader should there be a question of legitimacy? Perhaps, guided by Realist perspective of International Relations, the following reasons are more truthful; security, statism, and self-help. Military power according to Realism is a measure of political power relations among states alongside economic power. States are rational and unitary actors whose decisions are always based on a calculation of survival and national security. There is the absence of universal principles while the only guide of states in an anarchic set-up is pragmatic assessment of other state’s actions in solving problems. How then are these helpful in the analysis of US intentions toward Iraq? US seeking to maintain its global dominance would have to sustain military power. While Liberals and Idealists thought world peace could be attained and that no more wars shall ever exist, US apparently showed that war is still a solution and a means to furthering state gains. Oil is Iraq’s source of wealth and power. If that was the only missing link to US’ superiority, by all means, US would get hold of it. Oil promotes military and economic power. It also gives US security against threats from North Korea. Hence, for me, it was the desire of the Bush administration to retain hegemonic status- free from external threats of every form that made US enter into a catastrophic war.

Learning Characteristics Of Non-native Speakers †Education Essay

Learning Characteristics Of Non-native Speakers – Education Essay Free Online Research Papers Learning Characteristics Of Non-native Speakers Education Essay During the 1920s to the 1960s, students who were second language learners usually had to â€Å"sink or swim† in class since teachers thought that ELL students would learn content area material through their experiences in the classroom. It’s not until recent years that general education teachers realize that ELL students do not learn the same way as their native speaking English classmates because of their lack of English proficiency. (Brown, 2003) One of the factors that affect how ELLs learn is age and there are also several factors such as gender, L1 literacy, social context, and personality. In this term paper I will discuss how age and personality affect second language acquisition and the factors can be used in the language classroom to facilitate second language acquisition. Age and Second Language Acquisition: How age affects second language acquisition is an interesting topic for most of the educators who have to develop appropriate curriculum and instructional strategies for immigrant students of different age. Some educator such as Chipongian (2000) believe† younger is better in the long run† but some educators think the opposite. The researchers who believe that younger children can acquire second language easier than adults attribute this to the human â€Å"critical period†. What is Critical Period Hypothesis (CPH)? A critical period was originally postulated by Lenneberg in 1967 for first language acquisition and the CPH is a biological determined period from birth to puberty during which the language acquisition is easier. Pathologists’ studies that child who failed before puberty to acquire their first language may lack adequate linguistic competence. This is because by the age thirteen to fifteen, â€Å"our cerebral hemispheres functions separate and become set which makes the language acquisition extremely difficult†. (Lenneberg, 1967) Jean Piaget outlined the intellecture development in a child through different stages: (Douglas Brown, 2000, P.61) Sensorimotor stage birth to two Preoperational stage ages two to seven Operation stage ages seven to sixteen A. Concrete operational stage ages seven to eleven B. Formal operational stage ages eleven to sixteen In Piaget’s outline, the affects of age on second language acquisition appear to occur at puberty which is between the ages eleven to sixteen. At this stage, a person becomes capable of abstraction which is formal thinking of concrete experience in life. As first language acquisition, second language researchers assumed that second language acquisition has a critical time which is below puberty and children who want to succeed in learning a second language should start before this critical period of time. But some educators like John T. Bruer argued that â€Å"we always pay too much attention on when learning languages occur and too little attention on how learning might best occur† in his book The Myth of the First Three Years. (Chipongian 2000, P.1) These second language researchers suggest that â€Å"early start learning in a second language is neither a strict necessary nor a sufficient condition for the attainment of native-like proficiency†. (Chipongian 2000) They believe that timing is not everything. Studies have shown that there is almost five percent of adult bilinguals master a second language even though they are over the age of puberty. Researchers assume that the only aspect of language that has an effect following the critical period is accent. Second language learners who are above the puberty stage are unable to acquire a native-like accent. But we know second language learners still can master a second language with a foreign accent since phonological acquisition is not the only thing that we learn from a second language. We also have to consider with morphology, syntax, and grammatical structure. As Douglas Brown mentioned in his book â€Å"the acquisition of the communicative and functional purpose of language is, in the most circumstances, far more important than a perfect native accent.† (Douglas Brown, 2000, P.) â€Å"Many research studies have found that a wide variety of skills and learning strategies that are developed in L1 reading and writing can have positive transfer to L2 reading and writing† (Ovando, 2003, p.130). The acquisition of the grammar and syntax of a second language are influenced by the first language knowledge instead of the learner’s critical period. For instance, a Chinese ELL student may be confused in verb transitivity, such as â€Å"I am run.† since Chinese doesn’t have the â€Å"ing† action verb tense. There is also no point at which vocabulary acquisition can be predicted to cease as Lisa (2000) mentioned in her article that â€Å"how we process our vocabulary does not change with brain maturation if it were a form of time-limited and it is influenced by a learner’s experience-expectant learning.† As I mentioned before some researchers believe younger is better in learning second language but some had found that older learners have more advantages in acquiring second language because of their conscious awareness of language and ability to formalize linguistic rules, especially in production tasks which are speaking and writing. Personality and Second Language Acquisition: Personality can also affect second language acquisition and in combination with living environment, personality can act to stop or to encourage students to learn second language. There several different types of personalities that students possess: Self-Esteem: Self-esteem has been shown to be related to second language achievement. Krashen(1981) mentioned the relationship between self-esteem and oral production in ESL performs. A person with higher self-esteem tends to achieve better than those because the person would not feel embarrass if they make mistakes. However, if teachers try to correct mistakes from those students with introvert personality, teachers need to properly correct them without embarrassing them in front of other peers. For example, if Mary says† I go to school with my sister yesterday,† the teacher would respond, You went to the store with your sister yesterday? She has effectively provided corrected input while also continuing the conversation. If a student shuts down after an outright correction then opportunity for more input and practice has been lost. Risk-Taking: Risk-taking is an important characteristic of successful in learning a second language. According to Brown(2002), â€Å"learners have to be able to gamble a bit, to be willing to try out hunches about the language and take the risk of being wrong.† (p.149) Risk-taking seems to be a closely connected to a self-esteem factor. For those who have extrovert personality students, their ability to learn a second language is much quicker than introvert students because they have a higher self-esteem. Anxiety: William Twyford (1988) mentioned that â€Å"Ease in acquiring a second language has also been linked to a low level of anxiety†. (P.6) Anxiety is a kind of feeling with worry or self-doubt and people can predicate it. Anxiety is also as important as self-confident for a second language learner and in Brown (2002) mentioned â€Å"three components of foreign language anxiety have been identified as followed: 1. communication apprehension, arising from learners’ inability to adequately express mature thoughts and ideas; 2. fear of negative social evaluation, arising from a learner’s need to make a Positive social impression on others; and 3. test anxiety, or apprehension over academic evaluation. (p.151) According to Fishbein (2000), besides the different types of anxiety various, there are also different stages of anxiety. The three different stages of anxiety are before, during and after. In the before stage, the person would have anxiety on the anticipation of the event. In the during stage of anxiety attack, the person will be self aware of the event that is accuracy at the moment. In the after stage of the anxiety, the person would be concerned about the result of the event. In language acquisition, every foreign student has different levels of anxiety barriers due to the various types of personalities. However, the comparison of older learners to younger learners when it comes to second language acquisition will vary due to the fact that older learners will be more self aware of themselves than younger learners. Older people’s self awareness is higher than younger learners and because the self awareness is higher, they will understand their personalities better than once they are more self aware of themselves. Classroom Instructions: Knowing the factors of age and personalities has an affect on language acquisition; it’s easier to come up with a classroom instruction that will provide a more comfortable environment for the second language learners. Ovando (2003) emphasizes the importance of activities that â€Å"help students get to know each other, build a positive sense of team identity, accept individual differences, provide mutual support, and develop a sense of synergy.† (P.96) Therefore, in order to come up with classroom instructions that will benefit second language learners, the teacher will need to give specific instructions for classroom assignments or activities. Some of the classroom activities could be group oriented, where the classroom is split up into groups of three to five students of various cultural background and abilities. Since the group will consist of students with various cultural background and abilities, it will help build up their self-esteems because students in each group will have different roles in activities. The different roles that students contribute in the classroom activities gives students the opportunities to be part of a group in which the students might not contribute if it were just classroom discussions. Also one of the activities that the facilitators can use to build up students self-esteem that has various culture backgrounds is that through out the years, students could present about the different culture holiday s. When students present about their own heritages, they might feel more comfortable since it’s their own background. Conclusion: In order to help second language learners fit into academic learning environment, educators have a lot of work to do. Researches have shown that age and personalities play a major role in shaping a learner. According to different types of second language learners, educators need to build up different kinds of learning instructions because different age groups and different learner’s personalities needs different instructions. For example, if second language learner who has a shy personality, he would shy away in the classroom discussion and not participate as much. Educators need to put students with shy personality into a smaller group in order for him to be a little more comfortable in discussions. In contrary, outgoing students can play a role to assist students with shy personality to be more assertive in discussions. Once the student with shy personality is comfortable in small group setting, it will give them more opportunity in class discussions. Therefore, educators need to take the time and effort to understand each student and construct instruction according to the different types of learners in the classroom. By understanding each of the students’ different learning style, it is only the first step in having a successful classroom. Reference: Brown C. (2003). â€Å"Who is responsible for English-Language learners? A case study from a third-grade classroom.† Academic Exchange-EXTRA: asstudents.unco.edu/students/AE-Extra/2003/2/Art-2.html Fishbein J. R (2000). Unsure How to Prevent or Respond to Anxiety Attack. Emotional first aid. johnfishbein.com/anxiety.barrier6.htm H.Douglas Brown. (2000). Principles of language learning and teaching. White Plains, NY: Addison Wesley Longman, Inc. Krashen S D.,(1980). Second Language Acquisition and Second Language Learning. Pergamon Press Inc. Lenneberg, E. (1967). Biological Foundations of Language. New York: John Wiley Sons. Lisa Chipongian.(2000).Is there a critical period for learning a foreign language?. Scientific Learning Website Ovando, C., Collier V., Combs, M. (2003). Bilingual and ESL classroom. New York,NY: McGraw Hill William T.C. (1988). Age-Related Factors in Second Language Acquisition. New Focus. ncela.gwu.edu/pubs/classics/focus/02bage.htm Research Papers on Learning Characteristics Of Non-native Speakers - Education EssayStandardized TestingAssess the importance of Nationalism 1815-1850 EuropeComparison: Letter from Birmingham and CritoQuebec and CanadaOpen Architechture a white paper19 Century Society: A Deeply Divided EraAnalysis Of A Cosmetics AdvertisementEffects of Television Violence on ChildrenResearch Process Part OneHip-Hop is Art

Leontyne Price, New York Met Opera Star

Leontyne Price, New York Met Opera Star Known for:  New York Metropolitan Opera soprano 1960 – 1985; one of the most popular opera sopranos of recent history, known as the first black American-born prima donna; she was the first black opera singer on televisionOccupation:  opera singerDates:  February 10, 1927 -Also known as: Mary Violet Leontyne Price Background, Family Mother: Kate Baker Price, a midwife, and singer in the church choirFather: James Price, a carpenter who also sang in the church choirHusband: William C. Warfield (married August 31, 1952, divorced 1973; opera singer) Education Central State College (formerly the College of Education and Industrial Arts), Wilberforce, Ohio.  BA, 1949Juilliard School of Music, 1949 - 1952Voice with Florence Page Kimball Leontyne Price Biography A native of Laurel, Mississippi, Mary Violet Leontyne Price pursued a singing career after graduation from college with a B.A. in 1948, where she had studied to be a music teacher. She had been inspired first to pursue singing  upon hearing a Marian Anderson concert when she was nine years old. Her parents encouraged her to learn piano and to sing in the church choir. So after graduating from college, Leontyne Price went to New York, where she studied at the Juilliard School of Music, with Florence Page Kimball guiding her as she would continue to do. Her full scholarship at Juilliard was supplemented by a generous family friend, Elizabeth Chisholm, who covered most of the living expenses. After Juilliard, she had her 1952 debut on Broadway in Virgil Thomson’s revival of Four Saints in Three Acts. Ira Gershwin, based on that performance, chose Price as Bess in a revival of  Porgy and Bess  that played New York City 1952-54 and then toured both nationally and internationally.  She married her co-star, William Warfield who played Porgy to her Bess on the tour, but they separated and later divorced. In 1955, Leontyne Price was chosen to sing the title role in a television production of  Tosca, becoming the first black singer on a television opera production. NBC invited her back for more telecasts of operas in 1956, 1957 and 1960. In 1957, she debuted in her first stage opera, the American premiere of  Dialogues of the Carmelites  by Poulenc. She performed primarily in San Francisco until 1960, appearing in Vienna in 1958 and Milan in 1960.  It was in San Francisco that she first performed in Aida which was to become a signature role; she also played that role in her second Viennese performance.  She also performed with the Chicago Lyric Opera and the American Opera Theater. Returning from a successful international tour, her debut at the Metropolitan Opera House in New York in January 1961, was as Leonora in  Il Trovatore.  The standing ovation lasted 42 minutes. Quickly becoming a leading soprano there, Leontyne Price made the Met her primary base until her retirement in 1985.  She was the fifth black singer in the Met’s opera company, and the first to really achieve stardom there. Associated especially with Verdi and Barber, Leontyne Price sang the role of  Cleopatra, which Barber created for her, at the opening of the new Lincoln Center home for the Met. Between 1961 and 1969, she appeared in 118 productions at the Metropolitan. After that, she began to say â€Å"no† to many appearances at the Metropolitan and elsewhere, her selectivity earning her a reputation as arrogant, though she said she did it to avoid overexposure. She also performed at recitals, especially in the 1970s, and was prolific in her recordings. Many of her recordings were with RCA, with whom she had an exclusive contract for two decades. After her retirement from the Met, she continued to give recitals. Books About Leontyne Price Aida: Leontyne Price, illustrated by Diane and Leo Dillon. Trade Paperback, 1997. Price retells the story of the Ethiopian princess who is sold into slavery in Egypt.Leontyne Price: Opera Superstar  (Library of Famous Women): Richard Steins, Library Binding, 1993.

Kierkegaardian Journeys To Selfhood Essay Example | Topics and Well Written Essays - 500 words

Kierkegaardian Journeys To Selfhood - Essay Example However, one who is unable to make a choice either way, for such a person the self is not created. Hence, a choice has to be made and this is the way that the self is created. The aesthetic’s form of choice leaves the individual self-less because he has been lured by passions and lust. His choice is based on the emotions which rule him for that small period of time. He is overpowered by those emotions of lust and passions and unable to relieve himself from them. Nobody can understand your actions and thoughts; this does not even attract pity from others. They merely pray that wise sense may prevail upon you someday because every revelation that you make is an illusion. They become self-less because they have deceived their own self throughout the life. This is why Kierkegaard says such choice leaves the individual self-less. In the ethical stage the virtues are dominant and one evaluates the dilemma and the problem based on truth, honesty and righteousness. In such a situation, the individual is not confronted with a choice. He knows what is to be done. His personality itself is immersed in the choice that he is not different from the choice. The choice and he are indivisible; there is no dualism. Suppose one has to make a choice about a life problem. If he delays the decision, he is able to understand the situation better. He delays not because is unable to make a choice but to understand the alternatives. When one believes in the inner self, there is no time for though-experiments. A person would always see where the alternatives would lead him to; he would evaluate the shortest path to accomplish his goals or reach his destination. Thus, the choice cannot be wrong because he is evaluating the alternatives with righteousness. The choice has to be made with tone of seriousness. This is because, Kierkeg aard says, the next moment one may not have the power to choose. Hence even if the personality postpones the choice, the choice is made

Criminal justice Essay Example | Topics and Well Written Essays - 1500 words

Criminal justice - Essay Example These topics have been chosen as a function of their interconnected nature as well as the fact that it is this authors belief that each of these situations works to exponentially complicate and compound the primary issue that the US criminal justice system faces; namely overcrowding in its penitentiary system. The first issue that this analysis will consider relates to the issue that has evolved from what this author will deem â€Å"incarceration for profit†. Although few individuals in the United States are aware of this practice, the fact of the matter is that it has grown from an isolated incidence to a multi-million dollar a year industry. The central issue can be explained as a system whereby overburdened municipalities cannot immediately afford the massive expense that is called for in order to build a new penitentiary system. As a way to bridge this gap while making a substantial profit, private firms enter into the equation and offer the municipality a joint venture wh ich is oftentimes hard to resist. These firms offer to front the necessary capital to build the facility as well as staff it with private contracting security firms. The catch then comes as the municipality agrees to an extended lease of the facility. Although at face value this may seem an ingenious way for a private firm to work to alleviate the strains that a municipality may have with relation to prison overcrowding, it is however slightly more sinister than one would at first presume. Due to the fact that a private firm now has stake in the criminal justice system, a system that arguably the state and the state alone should have prevue over, the interests of rehabilitation and reform are placed as secondary to overall profit. Such a situation is counter to the very foundations of what the criminal justice system is supposed to provide to society. In this way, incarceration has become the primary focus of policy makers and local leaders whereas the needs of those incarcerated as well as the secondary objectives of rehabilitation and reform are all but forgotten in a drive to provide more â€Å"bed space† for existing and incoming offenders. This issue has been compounded by a host of policy decisions; some of these are beyond the scope of this individual analysis. However, two of the complicating factors will be discussed at greater length within this analysis. Likewise, the second challenge which faces the current criminal justice system is the result of the failed War on Drugs. The â€Å"war on drugs† began in 1971 as a mandate from President Richard M. Nixon. Rather than engage in a thesis length discussion as to the nature of drug usage and whether it is a victimless crime in society, this paper will focus on the obscenely high costs that are associated with the unsuccessful prosecution of this war on drugs. In 2010 alone, the United States federal government expended in excess of 15 billion USD to combat the drug problem in the United St ates.1 This figure expands when one considers the fact that taken on aggregate, state and local governments expended a further 25 billion dollars during the very same period. The expenditure alone however is only a portion of the problem. Drug related arrests account for in excess of 13% of all arrests that are made; more than any other crime with respect to