ART Essay Example | Topics and Well Written Essays - 1000 words - 2

ART - Essay Example This creates a horizontal line that shows stability. On the other hand, the big skull in the middle of the artwork does not only serve as the focus of the piece but it also adds to the height of the structure, giving a sense of balance to the length in proportion to the height. Most of the figures are made from bronze, painted with patina and pigment to create a convincingly natural look especially when seen from afar. The skull as the focal point is not only positioned at the center of the figure but is also exaggerated in size that it is made bigger than the other figures. Comparing the skull to the size of the beheaded red figure or the lion for instance, their sizes are not proportionate to each other although the figures are at almost the same distance from the viewer. This perhaps symbolizes the importance of the skull which probably portrays the farmer or caretaker of the wheat field. The skull looks scary with its eyes colored dark compounded by the dark inscribed lines and d ark disfigured nose in contrast to the lighter shade of its larger part. Such inscribed lines are also vertical and larger in size, giving a more defined contrast to the finer horizontal lines which have high key, showing off white to middle values. The skin on the skull resembles that of a mummified cadaver which is dry and brittle. On the right side of the skull, from the viewer’s point of view, is a dead tree with several branches that makes it look old and beautiful. The branches moving towards different directions add to the beauty of the artwork in general because of the contrast in lines that they depict. Just beside the tree is a polychromatic biomorphic figure of a parrot. The juxtaposition of the skull, tree and bird gives a contrast between death and life. The skull and the dead tree reflect death with their appearances but the color of the bird exudes life. Speaking of colors, the artist used the warm primary colors such as red and yellow as well as the cool prima ry color, blue. Secondary colors such as warm orange and cool green are also used. These contrast the lifeless and dull colors of other figures like the skull and tree. Moreover, the parrot is positioned in such a way that it implies life and movement. The position of its body suggests that it is turned away from the skull but with its head twisted to its side to appear like it is looking at the skull; the bird gives the appearance that it is moving. Towards the right side of the bird is a green amorphous figure holding a yellow pole, another contrasting image using a warm primary color against a cool secondary color. Further on the right side is an anthill with a large egg on top. The amorphous anthill again represents another contrasting element of the artwork considering the its uncertain shape to the spherical shape of the egg. Moreover, the anthill is created in such a manner that has the simulated texture of soil while the egg has an implied texture of the smooth shell of an e gg. Nevertheless, both the anthill and egg are not really monochromatic as they seem at first glance but they actually have different hues which could be noticeable upon careful inspection. On the left side of the focal point are an uncertain image in patina, a mask and a lion. The three images seem to have been deliberately placed where they are to

After reviewing the history of intelligence, what events have had a Essay

After reviewing the history of intelligence, what events have had a profound impact on U.S. intelligence today - Essay Example One of the most essential events that was crucial for gathering evidence was the civil war. The Civil War was one of the most prominent wars that allowed the nation to create a mesh network of intelligence. As a matter of fact, both sides built intelligence services. Historians argue that North actually relied on the South to gain more advantage and that propelled the information to be execute and analyzed. It was clear that Both sides were greatly interested in what today is called open source intelligence (OSINT). As time progressed, the value of OSINT was never understood until TDR took office. It was under his leadership of OSINT as a president. Roosevelt believed ONI could serve as a valuable tool in solidifying that vision of American as strong military force. Roosevelt took this upon his own hands and used OSINT as a network to promote intelligence. It was heavily utilized to track and monitor possible events that could put United States in risk. Even with all the intelligence tools, the USA got its first reality check during WWI when it had to fight Germany. The fact was clear, intelligence was not sufficient to fight the Germans, who were already intercepting incoming receptions. The United States was completely unprepared for the intelligence. Moreover, much opposition from congress deterred the efforts of the government because of the possible witch hunt, that inevitably followed after WWI. The truth of the matter was that the United States understood this dilemma and began conducting surveillance. As a result, they managed to capture Germany submarines and even intercepted the Zimmerman telegram that changed the whole landscape of events. WWI also signaled the event of the creation of FBI, in which Edgar Hoover was named its director in 1924. Once again as USA relapsed from WWI and WWI, intelligence suffered. It was not until the outbreak of the war in Korea against the communist nations that became a

PROGRAMMING AND CULTURE CLASS IN ARCHITECTURE Assignment

PROGRAMMING AND CULTURE CLASS IN ARCHITECTURE - Assignment Example There is also the sound of moving vehicles coming from the waiting lounge. Observing with the sense of hearing has the advantage getting a deeper feeling of things around through sounds. The next site is a public square which is located in the same city. There are people around and the sound of scavenge birds. There is scent of perfume from nearby and the noise of vehicles from a highway that is just next to the public square. There is also smell of exhaust fumes that is presumably from the vehicles passing nearby. Through the sense of smell and hearing, it was possible to feel the contents in the atmosphere and distinguish them from each other. The third site is at a public park. There are sound of birds and insects on the air. Beneath the feet is cold grass. The atmosphere is cool and relatively quiet. Then a piece of rock is collected and it is cold and with a very rugged texture. The piece of rock is hard and heavy. Through the senses of touch and sight one is able to have a clearer feeling of things around. The sense of sight and touch adds a better feeling to the sense of sound. The next site is at the top of a public building. The far off horizon is clearing visible and there is cold air blowing. Buildings around the city and their different shapes and designs can be seen clearly from this point. The sense of sight here is able to give a clearer feel by adding details such as

Biology 2 (plant and society)a Assignment Example | Topics and Well Written Essays - 750 words

Biology 2 (plant and society)a - Assignment Example He discusses the totality of relevant aspects to undertaking this endeavor, from processing, and preparing the palm starch, how to transport and package it, and the organization of its distribution and production. The overall interpretations determined that the process of extraction, processing, and transport of the palm starch is a complex and involved. A process they may be performed differently dependent upon the culture, beliefs, and tools often used. 2)Is this an interdisciplinary study? Explain your answer. Yes, I would conclude that this is an entirely interdisciplinary endeavor. The research delves into botany, geography, biology, sociology, and ecology are all a part of the overall scope of all the elements needed. The extraction, packaging, and processing in multi-ethnic, multicultural areas could never be anything but an interdisciplinary project. 3)Why is the number of structural components of the extraction apparatus not necessarily a gauge of the complexity or efficienc y of the process? It can be extrapolated that the technology and physical equipment used in the process necessary to extract and process the palm starch is difficult to gauge its efficiency due a consistence of varying conditions. Simply meaning the environment, culture, and nature of where the extraction is being done may differ from one location to another. The hand press apparatus described uses, at least, 21 individual parts, which may increase to as many as 50-60 parts depending entirely on the number of troughs and conduits present. Who operates the apparatus, how often it is done, and in what manner the individuals operating the apparatus, and the whole of the extraction process, may differ entirely from another, dependent upon a number of social and cultural factors. Therefore, it can be harder to determine a single standard of total efficiency. 4)What basic principles had to have been known to develop the technology? In order to undertake such an endeavor it was necessary f or those involved to be aware of a many number of things. They would need to be aware of the local ecologies, but, also, the cultural and social values of the peoples that reside there. They would also, need to be aware of the potential consequences of their endeavor on an environmental level. As stated before this endeavor is clearly interdisciplinary, in order to accomplish the project all consideration would need to be addressed. 5)Why would this method of starch extraction not be applicable to sugar extraction? Obtaining sugar from the starch of the sago palm would require a several hour process of hydrolysis; with water at a temperature of, approximately, 190 degrees, therefore the process used in extracting the starch specifically would not lend itself to extracting sugars. The water used during the starch extraction is cool water, not hot. This stands out as the primary reason that this process would not be beneficial for extracting sugar. 6)Examine the location of Seram (for merly Ceram) in an atlas. What was its role during the years of the spice trade? Ceram, as it was once referred, along with Halmahera and Buru, make-up the three large islands in eastern Indonesia called the Moluccas. The Moluccas were, also, called the â€Å"spice islands;† a title they earned for good reason. These islands were the origin of, both, nutmeg and clove. In the 1500s the island were colonized by the Portuguese, who

Describe a significant achievement, experience or risk and its impact Essay

Describe a significant achievement, experience or risk and its impact on you - Essay Example To start with, I have become culturally diverse through social interactions with peers, instructors, tutors and colleagues. This has widened up my scope towards understanding social diversities around the world. Secondly, my personal growth and development has been enhanced. Many at times, students concentrate on their school work and fail to integrate the role of education in personal growth and development (Robbins 149). As a result, quality papers are held, but poor personal growth may be evident. Striking balance between every relevant role of education has been a primary impact of my educational pursuit. Such an achievement has come with an aiding tool of assessing and evaluating my strengths and weaknesses. Consequently, this is a critical aspect of life. Achievements in my field of study and education-wise at large define the threshold of my capabilities in the light of personal strengths and weaknesses. The core factor input has been to uphold my strengths and build on my weaknesses in such a way that only the best is portrayed of me in my educational pursuit, social or economic

Art History Essay Example | Topics and Well Written Essays - 500 words - 3

Art History - Essay Example It considered this unbalanced or asymmetrical aspect is a style effect, and called it as â€Å"contraste†. Another subtle similarity could be their love of exaggeration and decoration. Mannerism was inclined to portray anything, especially human form, in an exaggeratedly than realistically; they used artificial colors and unrealistic proportions. In most cased, the figures were exaggerated, placed in unimaginable poses. It was â€Å"unsettling and strange†. Rococo loved decoration, though it did not focus on human forms. For example, Rococo paintings had an element of â€Å"naughtiness or impurity in the behavior of their subjects†, which can be associated with unrealistic nature of the objects of Mannerism. The first difference between Mannerism and Rococo is that Mannerism is not â€Å"natural, graceful† like the high Renaissance art; it uses â€Å"clashing colors, disquieting figures with abnormally elongated limbs, (often torturous-looking) emotion and bizarre themes†, however, Rococo uses â€Å"undulating lines and S-curves prominent in Rococo are the basis for grace and beauty in art or nature; (â€Å"Rococo†, 2009; â€Å"Art History: Mannerism: (1520 - 1600)†, 2009). So Rococo is more akin to Renaissance in portraying the gracefulness in nature than Mannerism. Yet another difference is that Mannerism â€Å"combines Classicism, Christianity and mythology†, but Rococo’s use of curved lines was â€Å"unlike the straight line or the circle in Classicism† (â€Å"Rococo†, 2009; â€Å"Art History: Mannerism: (1520 - 1600)†, 2009). Mannerism was often considered â€Å"technically masterful† whereas the critics of Rococo had pointed out its frivolous nature due to its focus on decorative arts and interior design and the importance it gave to the style component, despite its taste for the complex and intricate forms of Baroque art. Rococo had light hearted themes depicted in a fashionable

The Impact of Counsellor Training on Students Essay Example for Free

The Impact of Counsellor Training on Students Essay The British Association for Counselling and Psychotherapy (BACP) define counselling, along with psychotherapy, as being â€Å"umbrella terms that cover a range of talking therapies† (BACP, 2012: 1). In addition, counselling is provided by practitioners who â€Å"work with people over a short or long term to help them bring about effective change or enhance their wellbeing† (BACP, 2012: 1). Those who practice counselling in a professional manner undergo intensive training and personal development, the latter of which has been â€Å"defined in terms of self-awareness and change† (Wheeler, 1996: 75). These changes, according to Johns, â€Å"influence the whole person† (Johns, 1997). This research proposal highlights how student counsellors’ significant relationships can be impacted by this intensive training regime. After discussing the literature on this topic, the aims, objectives and rationale for this research will be provided. 1. Research Aims and Objectives The aim of this small scale qualitative research is to explore the impact of the personal development element of counsellor training and how this affects the student counsellor’s significant relationships. The focus will be on, though not solely, student counsellors’ relationships with partners. However, reference will be made to other types of relationships. This aim will be achieved via semi-structured interviews examining the specific concepts of personal development, self-awareness, changes in personal relationships, as well as a full comprehensive exploration of student responsibilities in significant relationships. The data will be analysed using interpretative phenomenological analysis (IPA) (Smith, 2003), which will provide the lived experiences of participants. 2. Rationale The rationale for conducting this research is that personal development and self-awareness are key elements of counsellor training programmes designed to promote the trainee’s personal and professional development. Counsellor training has had both a positive and negative impact on many trainees’ significant and close relationships and this may be due to the amount of time spent by trainees engaging in self-awareness and personal development sessions. This study is designed to explore this issue in more detail using the lived experiences of counselling trainees. 3. Research Questions The following research questions are to be explored via semi-structured one-to-one interviews: * Have students noticed a change in their own personal development whilst training as a counselor? * Have students noticed any impact, positive or negative, of personal development and self-awareness training on their significant close relationships? * Is the student counsellor aware of any significant changes to these relationships and has help been available from the university? * Is the student counsellor aware of any help available for student’s families? * Is the student aware of the extent of their responsibilities to significant relationships? 4. Literature Review Using several different electronic databases, research has been conducted to find journal publications that are relevant to the aims and objectives of the proposed research. 4.1 Search Strategy A search of the literature was undertaken using Boolean logic, which allowed for a more sensitive search of the title and abstracts of the following databases: PsychInfo, Embase, Medline, and The Cochrane Library of systematic reviews. There were a number of keywords and phrases utilised to identify literature pertinent to this proposal, including: â€Å"counsellor training† OR â€Å"counselling training† â€Å"student counsellors† OR â€Å"trainee counsellors† AND â€Å"impact of training on significant relationships† OR â€Å"personal development† OR â€Å"personal relationships† OR â€Å"significant relationships.† The words ‘counselling’ and ‘counsellor’ were also searched with one ‘L’ in order to address differences in English and American spellings. 4.2 Results of Literature Review There is a considerable amount of information related to counsellor training and its impact on society (Scholl and Cascone 2010). There is, however, a paucity of research examining the impact of counselor training on student counsellors’ significant relationships (Macran and Shapiro, 1998). In 2012, the paucity of research in this area is as surprising as reported by Flynn-Piercy (2002) 10-years previously. It has long been established that personal development is a core aspect of counselor training (Wheeler, 2000), and yet the topic remains relatively under-researched, especially in terms of the impact this personal development has on trainees significant relationships. The changes that occur to student counsellors as a result of personal development can be likened to the same changes that occur in counseling clients. Indeed, Flynn-Piercy (2002) state that it is very similar to the therapeutic process, which is supported by observations from trainers (Mearns, 1997) and feedback from students (Harding Davies et al., 2004). Such changes are likely to impact significant relationships, as is also the case with clients who receive counselling (Fear, 2004). This was first highlighted by Mearns (1997), with there being a specific emphasis on the problems that might arise between student counsellors and their partners as a result of their training and subsequent personal development. Although this can introduce crisis, it can also, according to Mearns (1997) introduce opportunity. According to the literature, however, it is not clear whether crisis or opportunity is the predominant outcome in such circumstances (Looney et al., 1980; Guy, 1987). The literature suggests that one of the key issues that can impact student counsellors relationships is the anxiety that arises in partners as students develop close attachments to others (Cawkhill, 2002). In particular, confidentiality is a big part of these new relationships and can spark jealousy or feelings of exclusion from partners. As a result, it has been argued that students need to accept responsibility for helping their partners or significant others cope with any changes that will inevitably result from their training (Cawkhill, 2002). Flynn-Piercy (2002) conducted a heuristic study examining the impact of Relate counsellors training on their relationships with their partners. It was found that there was a significant impact on these relationships, which trainees had been unprepared for. The advantages of their training included improved communication, a disadvantage was that partners became â€Å"personally de-stablised† (Flynn-Piercy, 2002: 55). Despite the advantages, there was an overall threat to the relationships. This study is, however, not generalisable to all trainee counsellors since it only examined those training as Relate counsellors who specifically work in the area of relationships. A quantitative study conducted by Wright (2004) supported the findings of Flynn-Piercy’s (2002) qualitative study as it was found that student counsellors (n=200) did change as a result of their training and this did impact their relationships. Changes occurred in relationships with partners, friends, and family, but most markedly with partners. It was concluded, however, that changes were primarily positive. Again, however, there was a lack of preparation for these changes. As has been demonstrated, counseling training can have both positive and negative outcomes in the trainee counsellors relationships. To expand further on the positive, Crews et al. (2005) conducted a study to examine self-monitoring combined with counselling skills. The purpose of this study was to examine student counsellors who were undergoing training with responses to actual counselling performance. Results indicated that regardless of personal background or traits, counselling training improved social- and self-awareness for the participants involved. Despite the paucity of research on the impact of counseling training and, in particular, personal development on student counsellors relationships, the literature clearly shows that an impact is evident. This impact can be positive and negative, but more research is needed to establish details pertaining to the positive and negative impact, as well as the specific components of personal development that appear to have the most impact. This supports the need for the proposed research. 5. Methodology 5.1 Sample The sample will be purposive and will comprise four student counsellors who have undergone counsellor training on the BA (Hons) Counselling Studies Final Year Top-up programme. This sample size, although small, is sufficient for the chosen method of analysis, which is interpretative phenomenological analysis (IPA) (Smith, 2003). In respect of confidentiality, pseudonyms will be used in any written documents referring to each student. 5.2 Semi-Structured Interviews Semi-structured interviews lasting 30-45 minutes will be conducted by the researcher and taped for data analysis. If participants would like to speak for longer than 30-45 minutes, this will be allowed in order to gain as much rich data as possible. Potential interview questions, designed to address the research questions in 3, will be tested within a small focus group, with all questions being formed on the basis of evidence within the literature. Questions will be open-ended and non-leading, in line with best practice. Potential questions include, but are not restricted to: * What changes have you noticed in your personal development whilst training as a counsellor? * What changes have you noticed in your self-awareness whilst training as a counsellor? * Have these changes had any positive impact on any of your significant close relationships? * Have they had any negative impact on any of your significant close relationships? * What, if any, have been the key changes in any significant relationships since you started training? * Have you received any help from the university in terms of preparing for or coping with these changes? * Are you aware of any help available for student’s families? * What do you feel is the extent of your responsibilities to significant relationships?