Is AP Psychology Hard 5 Key Factors Discussed

Is AP Psychology Hard 5 Key Factors Discussed SAT/ACT Prep Online Guides and Tips Before you pursue any AP class, it's useful to get a thought of whether you’ll have the option to deal with the remaining task at hand (and the test!). AP Psychology is a mainstream AP class that is offered at numerous schools, so you may get the opportunity to take it eventually in your secondary school vocation. Yet, is AP brain research hard? Or on the other hand is it a stroll in the AP park? I’ll reveal to you which variables go into passing judgment on the trouble of an AP class and analyze what they inform us concerning the AP Psychology class and test explicitly. What Factors Go Into Determining the Difficulty of an AP Class? There are a few segments that we have to consider to get a more clear image of how hard AP Psychology is by and large. This is what I'll be taking a gander at in this article: Factor #1: Passing Rate The quantity of understudies who score a 3 or above on the AP test can be a decent sign of how troublesome the class is. In the event that an extremely high level of understudies win passing scores, it might imply that the class is less testing. It might likewise mean, in any case, that the class pulls in higher-accomplishing understudies who are incredibly decidedly ready and will in general improve on tests no matter how you look at it. That’s why, notwithstanding score midpoints, we'll additionally think about the view of understudies and the genuine trouble of the substance. Factor #2: Percentage of Students Who Earn a 5 Another significant bit of factual information that is marginally not quite the same as the passing rate is the level of understudies who acquire 5s (the most elevated conceivable score) on the test. A huge level of understudies may pass, yet in the event that solitary a little gathering procures 5s, it might imply that genuine dominance of the course material is difficult to accomplish. Indeed, even understudies who get 5s haven’t in every case completely aced the material considering the way that scoring a 5 on a significant number of these tests just methods noting 60-70 percent of inquiries accurately. Factor #3: Content Difficulty The genuine substance of the class is, obviously, a basic factor to consider in exploring the trouble of an AP class. Regardless of whether numerous understudies finish the test, the class might be testing a result of the measure of ground it covers or the multifaceted nature of the material. Factor #4: How Students Perceive the Class Another basic factor in making a decision about the trouble of AP classes is the manner in which understudies see them. As I referenced, classes with high pass rates and high 5 rates may basically be courses that pull in amazingly dedicated understudies. Regardless of whether they expert the class and the test, it doesn’t fundamentally mean they saw the material as simple. They’re simply ready to work through subjects that are hard for them. Understudy input can give us an alternate point of view on the trouble of an AP class. Factor #5: When Students Take the Class This is a factor that impacts impression of the class and test. In the event that understudies will in general take the class prior in secondary school, they're bound to state that it’s troublesome. In the event that they take it their lesser or senior year, they're bound to feel good with the material since they’ve become acclimated to the remaining task at hand in secondary school and may have just taken other AP classes. In the following area, I’ll experience these variables for both the AP Psychology class and test to give you a superior thought of their general trouble level. Time to assemble all the pieces. In the long run, on the off chance that you smoosh them together hard enough, a total riddle will appear. What Do Statistics Say About the AP Psychology Exam? Let’s take a gander at the passing rate and 5 rate. The passing rate for the AP Psychology test is 65.6 percent, which is directly around normal contrasted with other AP tests. In correlation, AP Calculus BC has a 79.8 percent passing rate (one of the most elevated), and AP Environmental Science has a 47.7 percent passing rate (one of the least). The passing rate insights would persuade that the AP Psychology test has a medium trouble level when contrasted with other AP tests. The 5 rate for the test is 21.2 percent. This 5 rate is towards the upper scope of the range when contrasted with other AP tests. There are just 11 AP tests that have 5 rates higher than AP Psychology, contrasted with the 20-30 with lower 5 rates. This may make you believe that the test is on the simpler side. Yet, which right? What does this truly let us know? Deciphering these measurements implies finding some kind of harmony. Incomprehensibly, now and then AP tests with high pass rates are in reality increasingly troublesome. Since the subjects themselves are testing (and have gained notoriety for it), they just draw in the most inspired, solid and steady understudies. Essentially, AP tests for simpler subjects may have lower passing rates on the grounds that these classes pull in less spurred understudies who don't generally plan completely. Low pass rates can likewise occur on amazingly mainstream tests where the quantity of understudies stepping through the examination has expanded quickly, yet their normal degree of readiness has declined because of the lopsided nature of AP classes. Since AP Psychology is in the center scope of score insights, we may at first expect that it has a medium degree of trouble in contrast with other AP tests. Be that as it may, in light of the fact that AP Psychology is additionally one of the more well known tests, the 5 rate and passing rate could really show that it’s considerably less troublesome than your normal AP test. In most different cases, mainstream tests have 5 rates that are slanted lower than the 5 rate for the AP Psychology test. Considering the entirety of this data, signs point to AP Psychology being one of the simpler tests. The way that it just has two free reaction questions (when contrasted with eight on a test like AP Biology) and that the majority of the material can be aced through straightforward retention likewise bolster this end. Just two free reaction questions WAHOOO Is the AP Psychology Content Difficult? AP Psychology covers a wide range of themes, however the substance itself isn't excessively troublesome. The class centers around showing understudies terms and hypotheses that originate from a moderately brief time of history. Since the expansiveness of the substance isn't as wide all things considered for other AP classes (for instance, a class like AP Biology), educators have the advantage of moving the course along at an all the more restful pace. You can likewise depend for the most part on retention to do well in the class, instead of inside and out investigative aptitudes or propelled critical thinking procedures. For whatever length of time that you recognize what the terms mean and know about major mental speculations, you'll presumably realize the responses to most AP Psychology questions. There's even some space for understanding in your responses to free reaction questions. In the event that an inquiry pose to you to portray how certain mental terms could identify with a situation, there will be a wide range of approaches to acquire focuses. In general, the substance for AP Psychology is reasonable for most understudies. Contrasted with other AP classes, it's fundamentally less overpowering and complex. Do Students Think AP Psychology Is Hard? Another factor to consider is the means by which understudies see AP Psychology. This can rely intensely upon the educator and the manner in which the class is instructed, yet the idea of the material itself likewise assumes a noteworthy job. As a rule, the impression of AP Psychology inclines toward the class and test being simpler than most other AP classes. Talking from individual experience, I thought the AP Psychology class and test were the least demanding of any AP class I took in secondary school. Numerous understudies who weren’t in some other AP classes took AP Psychology, and they did fine and dandy in the class and on the test. It’s a ton of remembrance of terms and hypotheses and clinicians, however the way you’re requested to utilize that information on the test and in the class isn’t essentially profoundly unpredictable. You simply need to have an essential comprehension of the meanings of terms and have the option to apply them to various circumstances. The broadness of the material secured additionally isn’t as wide as some other AP classes. My speculation is that the main explanation the 5 rate isn’t much higher on the AP Psychology test is on the grounds that numerous understudies don't get ready satisfactorily. They may think little of the test in light of the fact that AP Psychology classes are ordinarily simpler than other AP classes. Additionally, understudies who don’t take many (or some other) AP classes much of the time take AP Psychology just to get an AP their transcripts. The test is certainly on the less troublesome side, yet the passing rate stays about normal in light of the fact that such a significant number of children take it, and a large number of them aren't sufficiently arranged. AP Psychology is additionally regularly taken during junior or senior year when understudies are increasingly arranged for school level material. This could be a piece of the explanation understudies percieve the class as being generally simple. By junior year, numerous secondary school understudies have taken other AP classes and can contrast their encounters in those classes with their encounters in AP Psychology. Man, I hear you get the opportunity to watch motion pictures each day in AP Psych, and you don't need to do, similar to, any work. Will AP Psychology Be Hard for You? Regardless of whether AP Psychology is hard for you relies upon how the class is instructed at your school and what your qualities are as an understudy. Here’s what you ought to never really out in case you're in for a test: #1: Ask Previous Students, Guidance Counselors, or Teachers About the Class The most ideal approach to realize whether the AP Psychology class educated at your school will be troublesome is to get some information about the class or have experienced it themselves. In case you're companions with any more established understudies or have kin, solicit them what they thought from the class. You may even request that your present instructors perceive how they feel about AP Psychology and on the off chance that they think you’d have the option to deal with it. Your direction guide will likewise be comfortable with your school's AP Psychology class and how understudies si

Business policy & strategy Case Study Example | Topics and Well Written Essays - 1000 words

Business arrangement and system - Case Study Example McDonald ought to likewise consider including solid choices. For example, they should concentrate on solid organic product squeezes rather than Pepsi and Coca-Cola. Arrangements in their menus right currently offer the standard virus drink alongside Fries and burgers. The eatery ought to consider offering new squeezes in their arrangements too. McDonalds should dispatch a battle concentrating on the means it has taken to battle natural cases against the organization. A picture of caring organization ought to be created and encouraged in such battles. Purchasers know about what McDonalds is offering as far as item, presently the crusade should concentrate on what the organization offers as far as enthusiastic worth. McDonald should open a greater amount of its McCafes and grow these bistros globally. McDonald’s has a system of adjusting its item to the neighborhood tastes and culture of the nation in which they extend. Thinking about this, McDonald should seek after a similar system when opening its bistros in different locales. For example, in India, breakfast comprises of chutneys alongside the primary breakfast. McDonald should thusly offer chutney in its morning meal menu in India. McDonald should keep venturing into new land districts and adjust menus to serve the nearby tastes of the customers. It should concentrate on eating as a family by offering a wide scope of items, for example, heated potatoes alongside seared potatoes. The association graph outlines the divisional structure. Divisional structures are typically sorted out dependent on geographic territories, markets or items (Phillips and Gully, 2011). On account of McDonalds, the division depends on geographic region with every division liable for their own territory. In this structure, it is anything but difficult to assess which locales are generally productive and this makes responsibility simpler. Advertising, Finance, Human Resource are isolated divisions that help build up a unitary arrangement for the organization regarding their promoting, account and human asset

Data Research Assignment Help: Things You Should Know

Data Research Assignment Help: Things You Should KnowData Research Assignment Help is now available in such a large range of formats that it is often difficult to know where to start. It is therefore necessary to establish what form of assistance is appropriate before even beginning the task.Data has to be gathered from a variety of sources, it has to be analyzed and presented in a way that is understandable by those doing the studying. Any research assignment can only really be complete if the appropriate tools and methods are employed. However, when working with large amounts of data there may be little choice but to undertake it yourself.Many researchers require the services of a professional researcher who can provide them with a reliable research service, however, this task can be complicated by the very nature of many organizations. Some organizations want their staff to be working on their projects for a fixed number of hours and cannot be provided with breaks to have their mi nds wander and take a rest. Working as part of a team is also difficult because many people find themselves pulled into their work and unable to separate their personal life from the duties they perform for the organization.In these cases, some degree of outside help is often required. This can come in the form of an individual who works full time for a university or other research organization, or a part time or full time worker who has a couple of hours of spare time on weekends and is willing to dedicate those hours to a research project. Sometimes an individual can offer their services on a freelance basis, however, this is expensive and should only be considered as a last resort.The primary option for those wishing to undertake a data research assignment is either to do it themselves, or to find someone who will. Often, a combination of the two options is the best way to go. This is because it can be difficult to judge a job if you have not done it before, and having someone el se who is experienced will provide you with the assurance that the job will be completed correctly.It is also possible to do a research assignment yourself. However, the amount of data required and the time required to perform it often means that the need for a professional is more than obvious. Also, the individuals undertaking the research assignment are usually novices, and it is difficult to judge just how much they need to carry out the task.It is therefore important to seek the services of a professional research service as soon as possible, or you risk making significant mistakes. The company should have experience and expertise in the area of your research. A company which does a good job should be able to give you a clear idea of how much time and money is required to complete the task.With the right kind of help, you should be able to complete your data research assignment without too much difficulty. A variety of different forms of help can be obtained.

The Death Of A Soul - 964 Words

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Definite Articles in Spanish

A definite article, called an artà ­culo  definido  in Spanish, makes a noun refer to a particular item or items of its class. In English, the definite article  is the. In Spanish, there are five ways to say the. The four most common Spanish definite articles are  el, la, los and las in Spanish. A fifth, less frequently used definite article,  lo,  is sometimes appropriate. Definite articles are also sometimes referred to as definite determiners.  Spanish and English have different rules as to when a definite article is needed or can be omitted. In general, Spanish often uses a definite article in cases where English does not. For example, the English sentence, Mr. Brown is rich, does not have the definite article the. The same sentence translated into Spanish would be, El  seà ±or Brown es ​rico.  Ã¢â‚¬â€¹In Spanish, the definite article, el, is used. Agreement in Number and Gender In Spanish, number and gender make a difference. Is the word plural or singular? Are you referring to a male or female or masculine or feminine word? The Spanish definite article must agree with the gender and number of the noun that follows it.   Masculine Form of The The masculine form of the is el if referring to one item, the singular form of the word. For example, the cat is el gato. The masculine and plural form of the, if referring to more than one item, would be los libros, meaning, the books. Feminine Form of The To say the when referring to a singular item that is considered a feminine word, for example, the word door in Spanish is considered a feminine word, puerta. A  speaker would say, la puerta, for the door. To pluralize the word, when referring to more than one door, the proper form of the definite article is, las  puertas. Use of Lo to Mean The Lo  can be used as a neuter, meaning not gender specific, definite article before an adjective to make an abstract noun.  For example,  lo  importante, translates to mean, the important thing, or that which is important. Contraction Using El English has many uses of contractions, such as isnt for is not   or theyre for they are, blending two words together to impart meaning. In Spanish there are only two official contractions in the entire language and they both involve the definite article, el.   The words a el form the contraction al.   For an example, Ella va al auto, means, She is going to the car. A Spanish speaker would literally say, Ella va  a el auto. The contraction al works more smoothly in this case. The words de el form the contraction  del. An example,  El libro es del profesor,  which literally translates to mean, the book is of the teacher, or more smoothly translated, the book is the teachers. The contracted form of  al  usually means to the and  del  usually means of the.

The Importance Of Being A Community Engagement Intern

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A Comparison on Philippine and Indonesian Educational Systems free essay sample

Education is not preparation for life; education is life itself. † – John Dewey Education is a self-enlightening process that is crucial to the overall development of an individual and the society at large. However, in two ASEAN nations, there still seems to be some shortcomings in the education sector. There are three issues in the education system of both Indonesia and Philippines that will be discussed and compared: quality, affordability of education, and budget. Philippines has revised its educational system only recently, making the compulsory years of education twelve instead of ten. With this change is the adjustment of the curriculum. All subjects under all the general topics of education, language and literature, natural sciences, social sciences, arts, and humanities will be taught from first grade to twelfth grade with the exception of chemistry for first grade to ninth grade. However, even with this curriculum, there is still a decline in the quality of education. We will write a custom essay sample on A Comparison on Philippine and Indonesian Educational Systems or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The results of standard tests among the students, as well as in the National College Entrance Examination for college students, were below the target mean score. This decline can be partly attributed to the shortage of teachers with the 2013 public schools teacher-student ratio of 1:36. Another problem in the Philippine educational system is the affordability of education. There is a big disparity in educational achievements across social groups. For example, the socioeconomically disadvantaged students have higher dropout rates, especially in the elementary level. And most of the freshmen students at the tertiary level come from relatively well-off families. Another problem is the insufficient budget allotted for education by the government. The Philippine Constitution has mandated the government to allocate the highest proportion of its budget to education. However, the Philippines still has one of the lowest budget allocations to education among the ASEAN countries. With this root problem, public schools face the difficulty brought by poor facilities, underpaid teachers, insufficient reading materials and others. Finally, looking in the pragmatic level, there is an educational and employment mismatch. There is a large proportion of mismatch between training and actual jobs. This is the major problem at the tertiary level and it is also the cause of the existence of a large group of educated unemployed or underemployed. According to McKinsey’s Education to Employment study, only 42 percent of worldwide employers believe new graduates are adequately prepared for work. As for Indonesia, it has the fourth largest education system in the world. An assessment of the quality of education in Indonesia, a landmark education report of 50 nations was conducted and Indonesia ranked last. It is unfortunate how the education system does not benefit the youth in a middle income country, as assessed by the World Bank. Another major problem of the Indonesian education system is its low completion rate. Only a third of Indonesian students – in a country where 57 million attend school – complete basic schooling. This is an evidence of the low affordability of education in Indonesia. A lot of problems in the education sector in Indonesia arise from its inadequacy of budget. Because of this, education experts say less than half of the country’s teachers possess even the minimum qualifications to teach properly ad teacher absenteeism hovers at around 20 percent. Many teachers in the public school system work outside of the classroom to improve their incomes. A possible agent in this budget shortage is corruption. Indonesian Corruption Watch claims there are very few schools in the country that are clean of graft, bribery or embezzlement – with 40 percent of their budget siphoned off before it reaches the classroom. This problem is also not unknown in the Philippines. Finally, looking in the pragmatic level, there is an educational and employment mismatch. There is a large proportion of mismatch between training and actual jobs. This is the major problem at the tertiary level and it is also the cause of the existence of a large group of educated unemployed or underemployed. According to McKinsey’s Education to Employment study, only 42 percent of worldwide employers believe new graduates are adequately prepared for work. With this, we see the threatening consequences of a poor education system to the society, a common plight in Indonesia and the Philippines.

THE LIFE OF PLATO Essay Example For Students

THE LIFE OF PLATO Essay ByVaughan KimberlingPlato was born in 427 B.C. into a wealthy family that was botharistocratic and politically influential. His family had a rich history ofpolitical connections and consisted of his parents, Ariston and Perictione,his older brothers Adeimantus and Glawcon, and later a younger sister,Potone. In keeping with his family heritage, Plato was destined for thepolitical life(Beavers and Planeaux). During Platos early years he wasinstructed by eminent teachers in grammar, music, and gymnastics. Platoalso had literary aspirations directed particularly toward creative work inpoetry and tragedy(Sahakian 32). Plato mainly engaged in many forms ofpoetry, only later turning to philosophy. As a young man, during the finalyears of the Peloponnesian War when Athens was in urgent need of manpower,Plato served in the army. According to Sahakian, Plato seemed destined topursue a public career until he became a disciple of Socrates (Sahakian32). We will write a custom essay on THE LIFE OF PLATO specifically for you for only $16.38 $13.9/page Order now Plato was in his twenties when he directed his inquires toward thequestion of virtue. Plato became a faithful disciple of Socrates not onlythrough Socrates remaining life, but after his death as well. Cornfordbelieved:It was the unique good fortune of Socrates to have, among his youngcompanions, one who was not only to become a writer of incomparable skill,but was, by native gift, a poet and a thinker no less subtle than Socrateshimself(Cornford 55). Plato was twenty-eight when Socrates died and he was committed to refiningand extending the Socratic principles. He also devoted his time todefining the Socratic method of inquiry against criticism. From SocratesPlato learnt that problems of human life were to be solved by the moralityof aspiration and the pursuit of an invariable ideal of perfection(Cornford 63). Behind all of Platos beliefs is a Socratic motive in whichhe derived. Plato unified his beliefs of metaphysics, epistemology, ethics, andpolitics into a single inquiry. He found that the formation of a noblecharacter was to be before all else. The format in which Plato used tounify his beliefs is unknown, but events during his life, like the chaos ofAthens final defeat in 404 B.C. are believed to help his unification. During this time of unification, Plato began to travel. Plato was fortywhen he visited Italy for the first time and shortly thereafter he returnedto Athens and founded the Academus Academy, located nearly a mile outsidethe city walls and named after the Attic hero Academus (Beavers andPlaneaux). The Academy was an independent institution of learning and canbe seen as the precursor of todays modern university. Falikowski writesthat:The Academy was a quiet retreat where teachers and studentscould meet to pursue knowledge Students throughout Greeceenrolled to portake in the adventure of learning and toexperience personal growth toward wisdom (Falikowski 15). The primary goal of the Academy was to educate citizens for statesmanship. Plato, like Socrates, did not except fees for his teaching. The Academywas left to the son of Platos sister, Speusippus, when Plato died in347B.C. Emperor Justinian then closed the Academy in 529B.C. Vision of the SoulIn his writings, Plato addressed perennial questions like Whatconstitutes the good life? and What sort of individual should I strive tobecome?(Falikowski 16). To answer such questions, Plato paid particularattention to the soul. Plato assigned the human soul an intermediaryposition between the World of Becoming and the World of Ideal Being. Thesoul to him was immortal by nature, even though it is not external. Thesoul unlike physical things, can survive change. Plato envisioned the soulas having three divisions with individual duties. These divisions weremade up of the reason, spirit, and appetite. The reason is the part wemight refer to as the intellect, It seeks knowledge and understanding. .ua1b695640e3bd44cb8fcafb7b29a1ad0 , .ua1b695640e3bd44cb8fcafb7b29a1ad0 .postImageUrl , .ua1b695640e3bd44cb8fcafb7b29a1ad0 .centered-text-area { min-height: 80px; position: relative; } .ua1b695640e3bd44cb8fcafb7b29a1ad0 , .ua1b695640e3bd44cb8fcafb7b29a1ad0:hover , .ua1b695640e3bd44cb8fcafb7b29a1ad0:visited , .ua1b695640e3bd44cb8fcafb7b29a1ad0:active { border:0!important; } .ua1b695640e3bd44cb8fcafb7b29a1ad0 .clearfix:after { content: ""; display: table; clear: both; } .ua1b695640e3bd44cb8fcafb7b29a1ad0 { 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; } .ua1b695640e3bd44cb8fcafb7b29a1ad0:active , .ua1b695640e3bd44cb8fcafb7b29a1ad0:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua1b695640e3bd44cb8fcafb7b29a1ad0 .centered-text-area { width: 100%; position: relative ; } .ua1b695640e3bd44cb8fcafb7b29a1ad0 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua1b695640e3bd44cb8fcafb7b29a1ad0 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua1b695640e3bd44cb8fcafb7b29a1ad0 .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; } .ua1b695640e3bd44cb8fcafb7b29a1ad0:hover .ctaButton { background-color: #34495E!important; } .ua1b695640e3bd44cb8fcafb7b29a1ad0 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua1b695640e3bd44cb8fcafb7b29a1ad0 .ua1b695640e3bd44cb8fcafb7b29a1ad0-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua1b695640e3bd44cb8fcafb7b29a1ad0:after { content: ""; display: block; clear: both; } READ: Gloria Estefans Successful Life EssayThe ability to think and make up our minds before we act, is by means ofreason (Falikowski 17). In other words, it is passion, which includes ourself-assertive tendencies. As the emotional element of the psyche, spiritmanifests itself in our need to love and be loved (Falikowski 17). Whenwe wish to make an impression, to make us be accepted and or admired byothers, or when we work hard to be liked, our spirit is our motivatingforce. The third division is our appetite. The appetite or desire, thephysical side of our selves, seeks to satisfy our biological instinctiveurges. According to Falikowski:Plato describes it metaphorically using t he example of acharioteer in control of two

How Domestic Violence Affect Children Social Work Essay Essay Example

How Domestic Violence Affect Children Social Work Essay Essay Example How Domestic Violence Affect Children Social Work Essay Essay How Domestic Violence Affect Children Social Work Essay Essay This paper will uncover assorted research findings of kids under the age of six who has informant or has been the victims of domestic force. Some of the research found will uncover that by witnessing domestic force in many signifiers has proven to be really harmful to the kids and many of the kids has lifetime scars as a consequence. Many of the findings will bespeak that the kid s societal, cognitive behaviour and physical development has affected the manner the kid responds in certain state of affairss. This paper will bring forth consciousness that these kids can populate a productive life if caught in clip and the necessary commissariats and aid is provided. Statisticss and informations will demo that there are as many unreported Numberss as there are reported Numberss of domestic force in immature kids. There will be a figure of mentions to demo the much research that has been conducted associating to the maltreatment witnessed by immature kids and besides research to demo the i ncreased figure of maltreatment that immature kids experience from domestic force. How Domestic Violence Affect the Lives of Children This research paper is intended to turn to issues of abused kids and how domestic force affects their lives in so many different ways. Domestic force can go on to anyone. Domestic force is defined as the form of opprobrious and baleful behaviours that may include physical, emotional, economic and sexual force every bit good as bullying, isolation and coercion. There are many ways that kids can see maltreatment. Children exposed to overpowering and potentially traumatic events early in their lives are considered ataˆ?risk for jobs in accommodation. Yet it is non known whether it is the age of first exposure ( AFE ) to force or the sum of force that the kid witnessed in their life-time that has the greatest impact on accommodation. For a sample of 190 kids ages 6 to 12 exposed to adumbrate spouse force, their female parents reported that the mean length of their opprobrious relationship was 10 old ages. The bulk of kids were foremost exposed to household force as babies at 64 per centum, with merely 12 per centum foremost exposed when schoolaˆ?aged. However, in arrested development analyses commanding for kid sex, ethnicity, age, and household environment variables, cumulative force exposure accounted for greater discrepancy in accommodation than did the age of first exposure. Furthermore, cumulative force exposure mediated the relationship between the age of first exposure and projec ting behaviour jobs, bespeaking that the cumulative exposure to adumbrate spouse force outweighed the age of first exposure in its consequence on kid accommodation ( Grahamaˆ?Bermann A ; Perkins, 2010 ) . Domestic force can sometimes travel undetected, and can sometimes be missed if it is non seeable. Sometimes it can be seen in their actions and how they interact with the other kids. Sometimes little kids are bitters and they bite as a manner of protecting themselves. The statistics above shows that 64 per centum of kids exposed to force were in their babyhood phase. The kid s character is shaped in their early old ages by the parent or parents. This is where they receive their first degree of instruction. The kids learn to pattern their parent s behaviour and develop life s lessons from their parents. So when domestic force is witnessed in the place, the kid learns that mode of behaviour as good. Therefore, the kid is able to larn force at an early age. The first twelvemonth of a child life is the babyhood phase. This is the phase when the kid shows rapid growing physically, psychologically, socially and developmentally. The kid s encephalon is developing at an dismaying rate and so the kid is able to grok what is traveling on around them. They might non cognize how to explicate it, but they know what is traveling on. More and more kids are witnessing and sing domestic force. Domestic force does non merely go on to hapless people, it happens to anybody regardless of the societal or economic position. Domestic force is great among male childs, because they feel it gets them what they want. And among the misss, they are at a hazard of experiencing the force is normal in relationships. Therefore, as immature kids, both male childs and misss grow up experiencing that domestic force is portion of life and to see it in relationships is normal for them and they expect it from their relationship as they grow up and to some grade it makes them experience like they are in control. Children experience a broad scope of exposure to domestic force and they ever feel that they are someway responsible for it go oning in their places. They develop a sense of guilt and they experience a great trade of anxiousness. Because they do non cognize how to show how they feel, they sometimes become withdrawn and have a develop kiping jobs and sometimes, particularly in little kids, might wake up from their sleep weeping as a consequence of what they have witnessed associating to domestic force. Children who are exposed to domestic force, particularly perennial incidents of force, are at hazard for many troubles, both instantly and in the hereafter. These include jobs with sleeping, feeding and other basic bodily maps ; depression, aggressiveness, anxiousness and other jobs in modulating emotions ; troubles with household and peer relationships ; and jobs with attending, concentration and school public presentation ( Holt, Buckley, A ; Whelan, 2008 ) . Children under the age of 6 old ages old were at greater hazard of direct centripetal exposure. Domestic force families with kids were more likely to be low-income, colored, and headed by a individual female, compared to families at big. Police collected informations on the demographic features of the victim, features of the incident, and whether kids were present. Consequences showed that 44 per centum of all substantiated domestic force events had kids present. These kids were more likely to be from cultural minority families and 47 per centum of them were less than 6 old ages old ( Evans, Davies A ; DiLillo, 2008 ) . Childhood exposure to domestic force appears to bring forth many of the same developmental effects, although these are by and large less good documented. For illustration, kids exposed to DV hold higher than mean rates of cognitive, psychological, and emotional damages ( Fantuzzo, A ; Fusco, 2007 ) . These kids are left traumatized because of what they see go oning during the class of the violent actions. It leaves some kids badly damaged. They are non merely witnessing the force, but they are sometimes the 1s that are violated. They feel that they are the 1s that cause this to go on and are left feeling nothingness and entirely. Interventions that help kids are normally those that help parents to increase their ain safety and to increase the resources available to supply safety for their kids. Child maltreatment, young person force and domestic force are inextricably interwoven. The presence of domestic force in a kid s life non merely hurts the kid, it has making effects on all of society. Community based intercessions may be the best hope for households in our society fighting with force in their places. Early instruction on the topic can assist forestall the rhythm of domestic force from go oning ( Holt, Buckley A ; Whelan, 2008 ) . In order to minimise the hazard of long-run harm, kid informants to domestic force need the safety and security of their environment to be restored. Children exposed to domestic force besides need support from the grownups around them, most significantly their ain parents or other primary health professionals. Interventions that aid kids are normally those that help parents to increase their ain safety and to increase the resources available to supply safety for their kids. Child maltreatment, young person force and domestic force are inextricably interwoven. The presence of domestic force in a kid s life non merely hurts the kid, it has making effects on all of society. Community based intercessions may be the best hope for households in our society fighting with force in their places. Early instruction on the topic can assist forestall the rhythm of domestic force from go oning. Health attention workers, jurisprudence enforcement officers, pedagogues, domestic maltreatment and kid public assistance organisation workers all play overlapping functions in the bar and intercession of instances of harmful domestic force. ( Jaffe, Baker, A ; Cunningham, 2004 ) . Childs who witness domestic force may hold impaired educational attainment every bit good as confronting other challenges such as battles with self-esteem and forming relationships. Two typical types of responses by kids were identified: those who became quiet and withdrawn, and those who became loud and aggressive. There seemed to hold been progress in footings of professional apprehension and service responses sing domestic force, but at that place seemed to be limited structured cooperation between the professional groups in turn toing the effects of domestic force on kids ( Byrne A ; Taylor, 2007 ) . When kids are quiet and withdrawn, they tend to bottle everything up indoors and after a piece they will get down to see other jobs in their lives that will interfere with them socially and physiologically. It is particularly bad on a immature kid because they do nt cognize how to show themselves and go angry and will sometimes flog out at other kids as a agency of venting their cho ler. Exposed kids showed lower verbal operation and higher internalising behaviours than did their non-exposed equals ( Ybara, Wilkens, A ; Lieberman, 2007 ) . Children that are bought up in violent places will sometimes stop of detesting their parents and develop bad feelings to towards them and will in some cases rebel against them. They start to experience that they have been let down by both parents and as a consequence of what they have witnessed or experience will believe that they ever have to protect themselves and be on their guard to non let anyone else to harm them and they can go unsafe to themselves and others. Children were present in about 50 per centum of the domestic force events. They were disproportionately present in domestic force family as compared to all other families in the municipality. Domestic force families with kids were more likely to hold female parents and male parents involved in the force and were disproportionately minority families headed by individual females in comparatively hapless vicinities ( Fantuzzo, Fusco, Mohr, A ; Perry, 2007 ) . There are many ways that kids can be exposed to domestic force ; they can see it, hear it or endure domestic force. They can besides be used to make greater injury to the individual that has been battered. For case is a male parent is crushing the female parent, the male parent could demand that the kid hit the female parent every bit good. That makes them both batterers. Domestic force does non merely impact the abused partner. The kids populating in the place are every bit victims as good even if the force is non aimed straight towards them. Childs who are raised in the places where domestic force is practiced are 60 per centum. They are more likely to acquire involved in juvenile delinquency and 30 per centum more likely to go a culprit of maltreatment when they turn into grownups ( Martin, 2011, p.292 ) . More research is besides needed that folAÂ ­lows kids into maturity to measure the effects of force on their long-run wellness and wellbeing. Such research would complement those surveies, such as the Adverse Childhood Experiences ( ACE ) survey discussed earlier, that have taken a retrospective expression at the effects of inauspicious childhood experiences. The National SurAÂ ­vey of Children s Exposure to Violence ( NatSCEV ) findings affirm that more demands to be done to mensurate kids s exposure to force on an on-going and systematic footing utilizing public surveillance mechanisms, including follow-up studies and long-run monitoring ( Kracke A ; Hahn, 2008 ) . About one-half ( 46.3 per centum ) of all the kids surveyed were physically assaultAÂ ­ed within the old twelvemonth, and more than one-half ( 56.7 per centum ) had been assaulted during their life-time. Physical assaults are highly common across the full span of childhood and extremum during in-between childhood. Assaults by sibAÂ ­lings particularly show a pronounced developAÂ ­mental tendency, top outing during the in-between childhood old ages ( ages 6 to 9 ) and so worsening. Incidence for the most terrible assaults, nevertheless, rises steadily with age ( Finkelhor, Turner, Ormond A ; Hamby, 2009 ) . This research was really dismaying to cognize that the figure of kids, young persons and striplings would and hold been assaulted in their life-time. If the kid is assaulted during the early phases of their life, it is likely it will follow so throughout their life-time. NatSCEV found that witnessing force was a common happening for kids, peculiarly as they grew older. OverAÂ ­all, more than one-fourth of kids surveyed ( 25.3 per centum ) had witnessed force in their places, schools, and communities during the past twelvemonth ; and more than one-third ( 37.8 per centum ) had witnessed force against another perAÂ ­son during their life-times. The proportion of kids who witnessed force both within the past twelvemonth and during their lifeAÂ ­times rose from one age group to the following ( Finkelhor, Turner, Ormond A ; Hamby, 2009 ) . Ratess for witnessAÂ ­ing household force were reasonably changeless across the span of childhood, with all age groups falling in a reasonably narrow scope of about 6 to 11 per centum. Over the class of their life-times, male childs overall were somewhat more likely than misss to witness force ( 40.1 per centum of male childs and 35.4 per centum of misss ) . Boys were more likely to witness force in the commuAÂ ­nity, slaying, and shots both in the past twelvemonth and during their life-times. There were no gender differences in witnessing household force ( Finkelhor, 2009 ) . In the past, I have as a Court Advocate for Women affected by Domestic Violence. I have witnessed and counseled many that have indicated that their kids were present during their domestic force differences. In some instances, the kids were injured as a consequence and there were instances of domestic force committed against the adult females by their ain kids. These kids had grown up in an opprobrious environment and had become the maltreaters. If the female parent is abused during the gestation, it is likely that the consequence on the unborn will be destined that they will turn out as an maltreater. The kids are sometimes removed from the places and placed into surrogate places or both the female parent and kids are placed in shelters for their safety. The marks that the kid is populating in a violent place scene is sometimes concealed. When the kid is immature the kid will hold multiple behaviour jobs. Small kids will go bitters and call continuously. They will wet in their bloomerss and they will go riotous to other kids. They are ungratified and they become recluse and alienate themselves from other kids. When they are at drama with other kids, they feel a demand to ever be in control. They fight frequently to remain in control and power. These kids besides suffer incubuss and wake up shouting and shouting in their slumber. Some of the kids that have suffered from domestic force are besides known to go autistic and execute at a much lower acquisition and comprehension than kids that have neer been exposed to domestic force. They are noncompliant in school scene. It is known that they have inordinate pique fits, they become easy cranky, their concentration is off, and they show no involvement in any societal activities. There have been many installations built to help the human service professionals to be able to work with kids that have been exposed to domestic force. Some of these services include: crisis intercession, shelters, victim advocator plans, tribunal concomitant and several others. Childs are non able to do their ain determinations and so there are tribunal appointed professionals that are assigned to do certain the kid is placed in a safe environment. In my decision, as a Marriage and Family Counselor, I will make the best occupation as I can as a professional to guarantee that my clients have the best professional service I can supply. It is of import in my profession to handle each individual with the extreme urgency and know that they are most of import to my pattern. As I did the research on the kids and how domestic force affected their lives, I did non recognize the figure of kids that were damaged by domestic force and the different effects that it had on their lives. Not merely does it impact their lives, but the lives of others that surround them. It has a great consequence on their instruction, community and their environment. I plan to work hard to do a difference in the lives of kids, young persons and households with a great accent on the at-risk population.

RECOVERY OF PLATINUM GROUP METALS (PGMs) FROM SCRAPPED FUEL CELLS Research Paper

RECOVERY OF PLATINUM GROUP METALS (PGMs) FROM SCRAPPED FUEL CELLS - Research Paper Example Fuel cell technologies are the most appealing options to oil reliability. Fuel cell releases no pollutants and in reality give off pure water as a result. Although engineers are focusing on creating hydrogen from sources such as natural gas for the short-haul, the hydrogen program has strategies to concentrate on renewable, ecologically harmless means of producing hydrogen in the future. Highly dependable power is fundamental to many enterprises as well as residential societies. The United States loses $29 billion years from computer glitches because of power blackouts. Information centers, banks, hospitals amid others all depend on persistent power that is available nearly 100 percent. Many Fuel Cells operate on hydrogen and all will persist to produce electricity as long as oil is supplied. Nevertheless, the source of the hydrogen does not matter in many fuel cells. Since fuel cells do require to be connected to the electrical cabal, they are a variety of disseminated production th at permits to shift away from depending on high voltage central power production, which is susceptible to attacks and natural calamities (Sorensen 22-45). A fuel cell functioning on unpolluted hydrogen releases zero emissions at the source. Various fixed fuel cells use organic gas or hydrocarbons as hydrogen feedstock. Nevertheless, these usages generate far lesser emissions than traditional power stations. Founded on computed information, a fixed fuel cell power plant produces little less than one scrap of populace per kilowatt-hours of energy generated. Traditional ignition producing technologies generated twenty-pounds of emissions for the same measure of energy. Pollutants from fuel cells are so minimum that various regions of the U.S. have given exception fuel cells from air permitting regulations. Fuels cells have a long-standing reputation that their minimize noise pollution. Because fuel cells do not depend on ignition and very few moving components, they are incredibly sile nt. The only sound they make reaches approximately 60 decibels, the volume of an archetypal conversation. Because noise emissions are all but eradicated, fuel cells can be located at home or out-of-doors without being interfering. Furthermore, fuel cell electric vehicles are the slightest of all cars kinds that use fuel directly, releasing zero pollutants during usage. On the other hand, fuel cells could be utilized as supplementary power units to power air conditioners accessories. Since fuel cells produce electricity electrochemically, and do not combust fuel, they are essentially more productive than ignition techniques. Fuel cell method currently accomplishes 40-50% fuel-to-energy productivity utilizing hydrocarbons fuels such as s natural gas. When a fuel cell is positioned adjacent the point of electricity utilization, like in some fixed applications, the waste heat cab be tapped for coproduction (Srinivasan, 13-46). A fuel cell is an electrochemical machine that mixes oxygen and hydrogen to generate electricity. Usually, water and heat are its by-product. In its simplest nature, a solitary fuel comprises of two electrodes, including an anode and a cathode with an electrolyte among them. Hydrogen on the other hand chemically reacts with a catalyst at the anode. It is through this chemical reaction that a patron passes through the electrolyte, whereas the electron moves via a circuit, generating a

The Patriarchal and Hierarchical Development of Western Civilization Research Paper

The Patriarchal and Hierarchical Development of Western Civilization - Research Paper Example The earliest human civilizations emerged in the great river deltas of the world, where the land was fertile, water was plentiful, and the rivers provided a means of easy transport. It was the ability to create food surpluses, store them and transport them around the local area that prompted early societies to give up a nomadic hunter gatherer lifestyle, and develop solid buildings for permanent residence. This created the leisure time for experimentation and the practical need for the development of technologies. In Mesopotamia the first writing tablets appear to have been made, and they record many lists and commercial details relating to the trade in basic goods. The famous Epic of Gilgamesh tells the story of a famous ruler who started out behaving badly towards his subjects, and particularly women. He has a lot of power, partly because of his status as heir to the throne of Uruk, but partly also because â€Å"Two thirds of him is god, one-third of him is human† (Tablet 1). He is descended from a goddess, and the story tells of his interactions with both human and godly characters. Goddesses play a big part in the plot, since it is the goddess Aruru who creates the special friend Enkidu for Gilgamesh, and the goddess Ishtar openly taunts him and tries to tempt him into a relationship with her. Gilgamesh is at the mercy of these divine figures, and they largely determine the course of his life. Gilgamesh refuses the advances of Ishtar, showing great strength of character, but in the course of the epic he comes to learn the lessons that his mother and the other goddesses have made every effort to teach him: love for others is of much greater worth than riches, fame and power. The power of the female to bring forth life, and the danger of amorous entanglements, remain key motifs in the story, and they serve to tame the faults of the male, and to counterbalance his arrogance and immaturity. The ruler Gilgamesh at the end of the epic reflects on the massiv e architecture of his city’s walls which encloses the well-ordered community that thrives under the care of the goddess Ishtar: â€Å"is not even (the core of) the brick structure of kiln-fired brick, †¦ one league city, one league palm gardens, one league lowlands, the open area of the Ishtar temple, three leagues, and the open area of Uruk it encloses† (tablet XI). The moral of the tale is that he finally accepts that he must settle down as an administrator in a settled urban community, rather than a wanderer in search of amorous or other adventure. In contrast to this the female characters in The Iliad, which dates from more than a thousand years later, are little more than goods to be passed from one powerful male hero to another, sometimes more or less willingly in matrimony, and sometimes as the spoils of war. In The Iliad notions of power are very much the main theme (Sherman, 2003, p. 47) The women like Helen of Troy are trophies, and their function is mor e symbolic than as an active participant in society. Homer stresses the heroic deeds of the warriors, and his western society values possessions, cities, and conquering other peoples. The patriarchal line of descent is stressed through the frequent repetition of lists of names and titles such as this: â€Å"After Diomede same the Atreidae/Agamemnon and Menelaus and then/the two named Aias, jacketed with brawn/then came Idomeneus and his

Arte Povera Movements in Modern Art

Arte Povera Movements in Modern Art The movement Arte Povera began in late 1960s the key artists were; Giovanni Anselmo, Jannis Kounellis, Alighiero Boetti, Luciano Fabro, Mario Merz, Marisa Merz, Pier Paolo Calzolari, Giulio Paolini, Giuseppe Penone, Pino Pascali and Michelangelo Pistoletto. Arte Povera translated, means poor art but this does not refer to the quality or types of materials used alone. The artists involved produced sculpture, photography installation and performance. There were also other types of art practice that had an affinity to Arte Povera; Land art, antiform, postminimalism and conceptual art. The artists within this movement were concerned with that point at which art and life, nature and culture, intersect (Christov-Bakargie 1999: 17). Arte Povera found significance within physical forces present in every day life, such as gravity and electricity. Art that merely represented life and acted as a go between art and life was not considered by Arte Povera, experiencing a real life situation was the focus. Along with involving physical forces Arte Povera engaged with aspects of human nature. The objects and materials that the artists used to evoke aspects of human nature stirred the senses allowing the viewer to experience the work. For example Jannis Kounellis wanted the viewer to use their sense of smell he did this by using coffee within his work. The use of texture is applied within Arte Povera, suggesting that the viewer touch the work. The use of text was also popular with Arte Povera, the words were largely handwritten so would come across more personal. In terms of location the artists tend to work indoors however have worked in site-specific places. They have created installations, sculpture, film, and performa nce the artists also worked with ideas of the permanent and temporary. The scale is often determined by the dimensions of the human body, its physical presence and behaviour (Christov-Bakargie 1999: 19) this is demonstrated in Fabros piece in-cubo which consisted of a cloth cube that was big enough for just one person. Kounellis also stated that I cant exceed the height of a man (Bellini 2007: 114). Arte Povera was an outlet for artists at the time to rebel against what they considered an oppressive society both economically and culturally. They believed both these things were trapped within traditions and focused heavily upon consumerism devised to control rather than liberate (Christov-Bakargie 1999: 20). Many other things came under attack at this time such as education, sexuality and religion. The Arte Povera artists questioned all traditional materials, scale, form and concept. A key concept for the artists was to reduce the intellectual control and make the experience more important. Jean-Chrisophe Ammann gave a definition of Arte Povera: Arte Povera designates a kind of art which, in contrast to the technologized world around it, seeks to achieve a poetic statement with the simplest of means. This return to simple materials, revealing laws and processes deriving from the power of the imagination, is an examination of the artists own conduct in an industrialized society [] A way of dropping out which is by no means a denial of society, but which instead asserts a moral claim: the subjectified in its objectified authenticity reflects a natural recollection of environmental phenomena, both universal and individual (Christov-Bakargie 1999: 20). The text Art Povera Notes for a Guerrilla War written by Germano Celant begins by describing a type of art that follows the system First came man, then the system. That is the way it used to be. Now society produces, and man consumes (Celant 1967: 119). This system demands that the art produced by an artist has to follow a certain route; they must conform to the art they have made in the past. The artist makes objects that suit the system, they cannot create an object just for it to be an object they must justify the art and then make it fit for distribution: Turning himself as an artist into a substitute for an assembly line. No longer a stimulator, technician, or specialist of discovery, he becomes a cog in a mechanism. His behaviour is conditioned into never offering more than a correction to the world, perfecting its social structures but never modifying or revolutionizing them (Celant 1967: 119). Marcel Duchamp is mentioned as an opposing example to this type of art, he was never interested in pleasing the system and instead made art that did not follow a linear path. Celant describes that art has two directions one being using existing structures and the other the choice is to make a free art which allows for progression within the work. Celant believes the first choice of using the existing structure is a complex art and the second choice, a free art is a poor art due to it involving unforeseen events and working within the present. Over there a complex art, over here a poor art. Committed to contingency, to events, to the non-historical, to the present (Celant 1967: 119). Arte Povera artists rejected societies system, the artist wanted to be free to grow from the ability to move in any direction with their art to produce art that is unpredictable The artist, who was exploited before, now becomes a guerrilla warrior (Celant, 1967: 119). In a world where the system is well and truly cemented within society Arte Povera exists by not committing itself to any one system. This art is controlled by the practical objective to liberate art. Not to add ideas or art objects in to the world, which could fall in to the system: Hence it does away with categorical positions to focus on gestures that do not add anything to our well-educated perception, that do not oppose themselves to life as art or lead to the creation of separate levels for the ego and the world, but exist as social gestures in and of themselves, as formative and compositive liberations which aim at the identification between man and the world ( Celant, 1967: 119). Celant later wrote another text on Arte Povera in 1969, within this text he reiterates that the artist is renewing events that happen in nature. He compares the artist to an alchemist, having the ability like nature does to create magical things. The artist does not intend to represent these natural processes Like a simple-structured organism, the artist mingles with the environment, he camouflages himself with it (Celant quoted in Christov-Bakargie 1999: 198). Consequently the artist does not aim to change the world or influence it anyway, instead wishes to appreciate natural processes that occur and then experience them through making art. Celant identifies that Arte Povera involves the abolishment of following trends within your work and what you are expected to create as an artist and instead allow the work to organically progress. He abolishes his role as artist, intellectual, painter and sculptor. He learns again to perceive, to feel, to breathe, to walk, to understand, to use himself as a man. Naturally, learning to move or rediscovering ones own existence does not mean playing a new role or making movements, but using oneself as a continuously mouldable material (Celant quoted in Christov-Bakargie1999: 198). In 1968 Marisa Volpi wrote American Art and Italian Art: New directions, within this text she explores what is primary or minimal art. She defines this type of art as devoid of complicated form and absent from traditional aestheticism ( Volpi quoted in Christov-Bakargie 1999: 196). She also writes that these types of artists tend to be sculptors, as they believe that painting is limited in its two dimensionality, which restricts its capabilities of illusionism. Their focus is on involving the viewers in their presence and prompting isolated and particularized sensations, rather than on making them reflect, think and exercise judgement ( Volpi quoted in Christov-Bakargie 1999: 196). Volpi states that the distinctive feature at the time the text was written between European artists and others differed by their intellectual understatements within their art. Volpi describes what the Arte Povera artists produced They work on that perceptual fabric which comes before our logical-historical relations with the world (Volpi quoted in Christov-Bakargie 1999: 196). This quote is expressing similar ideas written by Celant, that Arte Povera is a rejection of producing work that follows a pattern and instead works with human nature as content. She describes many different themes within Arte Povera one being the use of ordinary processes such as filling up, covering up, opening, rolling up, lighting etc (Volpi quoted in Christov-Bakargie 1999: 196). Volpi ends her essay by writing that the Arte Povera artists intended to change the way that art was traditionally perceived. Chapter 2 part 2 This section of the chapter will explore several artists work who were involve within the Arte Povera Movement. Looking back at the question, what is Relational Aesthetics relationship to Arte Povera? Does Arte Povera include social interactions as part of the practice in the same way as Relational Aesthetics? Considering artist practices and how they use interaction and participation within their art. The artist Michelangelo Pistoletto (2001) said about his work: I am interested in the passage between objects more than in the objects themselves. I am interested in the perceptive faculty, in the sensitisation of the individual. Objects, the state of things, human movements accepted in their conventional appearance, do not contribute in any way to the profound stimulus of man, the full use of his cerebral capacities (Pistoletto quoted in 2001: 7). He is saying here that the object is not the most important part of the object but the channels between objects. He is interested in the interaction of the individual with the work and the awareness the viewer has of the work by way of their senses. Looking at objects in their normal capacity will not motivate people to use their full intellectual abilities. Pistoletto was recognized as a key artist of Arte Povera, his most famous pieces are Mirror Paintings and his series Minus Objects. Mirror Paintings consisted of human scaled images applied to reflective steel. The use of steel and the reflections from the viewers of the work meant the paintings were breaking with traditions of figurative painting. The involvement of the viewer within the art evoked a link between art and life. Minus objects was a series of sculptures that offered psychological and physical experiences (Tate 2001:..). One sculpture Lunch Painting 1965 is a cross between a picnic table and chairs, a painting and a sculpture thus questioning traditions of painting and not creating objects as commodities. In an interview with Paola Noe Can Art still Save Our Souls? 2008 Pistoletto identifies the beginnings of his Mirror Paintings: The figure of a man seemed to come forward, as if alive, in the space of the gallery: but the true protagonist was the relationship of instantaneousness that was created between the spectator, his own reflection and the painted figure, in an ever-present movement that concentrated the past and the figure in itself to such an extent as to cause one to call their very existence into doubt: it was the dimension of time itself (Noe 2008: 64). Pistoletto distinguishes that the central theme of the work is the interactivity between the artwork and the spectator. He explains there are two different types of present the one of the reflections and the time the image was captured, the image captured is also in the past as a memory. Past, present and future are all involved in the piece in different combinations, the future being the continuation of visitors to the gallery. Noe considers Pistolettos Minus Objects foretold Bourriauds theory Relational Aesthetics. Pistoletto responded in agreement suggesting the theory was born from Minus Objects with which I moved from the diversity of objects to the diversity of people (Noe 2008: 67). He states by taking his work outside the gallery it opened up art to a wider audience and to the unconventional. However Bourriaud states that relational art is not a re-interpretation or revival of any art movement. Relational artists do not use social interaction because it is the trend at the time or as an accompaniment to their practice. The social interaction is the subject matter of their work, and also the outcome. Bourriaud contends that previous use of participation in art specifically in the 60s was concerned with the definition of art as its focus and not social interactivity. Bourriaud also comments that art in this period was creating utopian ideas of society unlike Relational Aesthetics that created existing spaces. Giovanni Anselmo is another artist from Arte Povera who worked with nature and phenomena, one example is his use of the physical force, gravity. These things play the part of content as well as material within his work. At the centre of his art which integrates nature, perception and philosophy stands the human being (Werd and Watkins 2005: 106). The human being is an integral part of Anselmos work, as the gallery goer is transformed into a participant. For example his work Invisible 1971 involved a projected light, if anyone came into contact with the light it would then project on to his or her body making the light visible. Anselmos work of the 1960s and 1970s is an exploration of the obvious connection between art and the difficulty of understanding the world around us. In relation to the important aspects of Arte Povera mentioned earlier in this chapter Anselmo tries to break traditions for example having his materials created by someone else removing the workmanship and the traditional idea of processes like stone carving. He makes the experience of the work more important rather than the intellect in the work. Anselmo is re-inventing things within nature and phenomenon whilst keeping the work simple and bridging the gap between art and life however not representing it. Anselmo states he tries to be real, noting how he finds it incredible to be on earth, walking about and lookingit is magic just to be here. And often one forgets that (Anselmo quoted in Werd and Watkins 2005: 112). Anselmo (1969) writes that he does not fix situations but keeps them open, as situations in real life are not fixed; they are in a constant state of change. Because energy exists in all guises and in all situations, to work with energy requires total freedom in choosing and using materials (Anselmo quoted in Christov-Bakargie 1999: 233). Jannis Kounellis was also an artist that was associated with Arte Povera, Kounellis questioned conventions and traditions within art and also made art that cannot be sold. He did this by using live animals within his work, such as parrots, horses and goldfish. When asked what it was that defined Arte Povera Kounellis responded by saying that there was little planning or rigidity involved, Not having any dogmatic paranoia, not starting from a manifesto, the acceptance of contradictions (Bellini 2007: 114). In his work Opposite (1967) Kounellis placed a variety of objects that contrasted within the gallery space, by doing this he created a theatrical environment in which visitors became more than viewers and instead were transformed into actors. Kounellis also created an installation Untitled (12 horses) the use of twelve horses was not just to contest consumer society, but also referenced historical painting and were seen to represent power and energy. The human senses were also impor tant to the Arte Povera artists in Kounelliss case he used smell. Nature as a theme is also included within his work, he often places fire within the work from quite aggressive jets of fire to a more intimate use of fire in candles. In an interview with Marisa Volpi (1968) and Kounellis discuss whether chance is a determinate factor with his work. Kounellis states that When you have a plan, there is the fixed idea of development. When you plan, you eliminate openness. (Kounellis quoted in Christov-Bakargie 1999: 248). Kounellis (1968 a) also reiterates an important aspect within Arte Povera and that is the intention to unite art and life. He demonstrates this unity through the transformation of the gallery into a theatre where real life and fiction merge (Tate). Kounellis (1968 b) explains that art should strive towards authenticity and by using this term he means an art that does not categorize itself within a product or tradition that it doesnt want to shed. He states the work should be defiant towards conventionality the artist then becomes a permanent disturbance (Kounellis quoted in Christov-Bakargie 1999: 248). It is also important however that the viewer also sees the work in this way they must react t o them as signs of otherness and as indications of unconventionality (Kounellis quoted in Christov-Bakargie 1999: 248). In an interview with Andrea Bellini, Kounellis speaks about several topics the first one explored is drama. Drama is a fundamental part in his work and this is because drama is the basis of his culture. Kounellis is asked to explain what drama is and replies, In Italy, wherever there is drama, there is a new perspective; everything new is dramatically new, the rest is not actually new (Bellini 2007: 112). Language is also referred to Kounellis feels the most important gesture he has ever made was when he broke away from the canvas and started to work outside of it, this allowed him realize more this gesture opened a world for me (Bellini 2007: 113). The approaches made by Kounellis and others within the Arte Povera movement have lead to the rethinking of the gallery space or as Kounellis (2007) states by considering intervention within the gallery has changed the rules of the game. For example the piece where he placed a mass of carbon in the corner of a room as a gesture showed a d ifferent way to use the gallery. He strongly believes that the gallery is not a place to purchase artwork. The artist must make work that is socially relevant and make a declaration at the same time.

Humors Place in the 20th Century Novel Essay -- Literature Literary E

Humor's Place in the 20th Century Novel   Ã‚  Ã‚  Ã‚  Ã‚   In her essay, â€Å"The Beautiful and Sublime Revisited,† Iris Murdoch says: The modern novel, the serious novel, does tend toward either two extremes: either it is a tight metaphysical object, which wishes it were a poem, and which attempts to convey, often in mythical form, some central truth about the human condition or else it is a loose journalistic epic, documentary or possibly even didactic in inspiration, offering a commentary on current institutions or on some matter out of history (264). Murdoch’s words do hold some truth in them. Certainly, her words can be applied to many of the most well-known modern novels from James Joyce’s Ulysses to Aldous Huxley’s Brave New World. However, her descriptions can just as easily be applied to the post modern novel. Though seriousness has generally been associated with modern literature, it is an aspect of post modern literature, as well. However, unlike most works of modern literature, the post modern novel does not focus solely on this seriousness, or on passing along a message of some sort. Rather, it strikes a delicate balance between humor and seriousness; between laughter and conveying â€Å"some central truth about the human condition† or â€Å"offering a commentary on†¦some matter out of history.†   Ã‚  Ã‚  Ã‚  Ã‚  Before I elaborate further, perhaps it is necessary to make a distinction between the terms â€Å"modern† and â€Å"post modern† as they will be used in this study. In the most general sense of the word, â€Å"modern† refers to those writings published before and during World War II, while â€Å"post modern† refers to the works that came after this time period.   Ã‚  Ã‚  Ã‚  Ã‚  Now that this distinction has been made, the issue of humor in modern and post modern l... ...h serious subjects, it also isn’t accurate to say that there is no humor in modern literature. Many modern novels have humor in them. Ulysses is a good example of such a modern novel. However, in general, humor seems to be more prevalent in post modern literature. Works Cited Bolger, Dermot. A Second Life. Penguin Books: London, 1994. Forster, E.M. A Passage to India. Harcourt: San Diego, 1924. Ishiguro, Kazuo. The Remains of the Day. Vintage International: New York, 1988. Joyce, James. Ulysses. Vintage International: New York, 1934. Lawrence, D.H. Women in Love. Penguin Books: London, 1920 Murdoch, Iris. "The Sublime and Beautiful Revisited." The Yale Review, pp.247-271. 1959. ---. Under the Net. Penguin Books: London, 1954. Rauk, John. "Societal Reception of Tolkien and Other Modern Writers." Michigan State U., East Lansing, MI. 28 Apr. 2004. Humor's Place in the 20th Century Novel Essay -- Literature Literary E Humor's Place in the 20th Century Novel   Ã‚  Ã‚  Ã‚  Ã‚   In her essay, â€Å"The Beautiful and Sublime Revisited,† Iris Murdoch says: The modern novel, the serious novel, does tend toward either two extremes: either it is a tight metaphysical object, which wishes it were a poem, and which attempts to convey, often in mythical form, some central truth about the human condition or else it is a loose journalistic epic, documentary or possibly even didactic in inspiration, offering a commentary on current institutions or on some matter out of history (264). Murdoch’s words do hold some truth in them. Certainly, her words can be applied to many of the most well-known modern novels from James Joyce’s Ulysses to Aldous Huxley’s Brave New World. However, her descriptions can just as easily be applied to the post modern novel. Though seriousness has generally been associated with modern literature, it is an aspect of post modern literature, as well. However, unlike most works of modern literature, the post modern novel does not focus solely on this seriousness, or on passing along a message of some sort. Rather, it strikes a delicate balance between humor and seriousness; between laughter and conveying â€Å"some central truth about the human condition† or â€Å"offering a commentary on†¦some matter out of history.†   Ã‚  Ã‚  Ã‚  Ã‚  Before I elaborate further, perhaps it is necessary to make a distinction between the terms â€Å"modern† and â€Å"post modern† as they will be used in this study. In the most general sense of the word, â€Å"modern† refers to those writings published before and during World War II, while â€Å"post modern† refers to the works that came after this time period.   Ã‚  Ã‚  Ã‚  Ã‚  Now that this distinction has been made, the issue of humor in modern and post modern l... ...h serious subjects, it also isn’t accurate to say that there is no humor in modern literature. Many modern novels have humor in them. Ulysses is a good example of such a modern novel. However, in general, humor seems to be more prevalent in post modern literature. Works Cited Bolger, Dermot. A Second Life. Penguin Books: London, 1994. Forster, E.M. A Passage to India. Harcourt: San Diego, 1924. Ishiguro, Kazuo. The Remains of the Day. Vintage International: New York, 1988. Joyce, James. Ulysses. Vintage International: New York, 1934. Lawrence, D.H. Women in Love. Penguin Books: London, 1920 Murdoch, Iris. "The Sublime and Beautiful Revisited." The Yale Review, pp.247-271. 1959. ---. Under the Net. Penguin Books: London, 1954. Rauk, John. "Societal Reception of Tolkien and Other Modern Writers." Michigan State U., East Lansing, MI. 28 Apr. 2004.

Characters, events and themes in ‘Of Mice and Men’ Essay

John Steinbeck uses animal imagery to express and introduce characters, events and themes in ‘Of Mice and Men.’ Steinbeck also uses nature, to convey events and settings in a subtle way. In section one of ‘Of mice and Men’ Steinbeck uses various colours to help the reader visualise the clearing as a tranquil and peaceful place. By describing the Salinas River as ‘deep and green’ the reader instantly envisages the water to be refreshing, mysterious and untouched. In addition, Steinbeck suggests that the clearing is full of sunlight: ‘The water is warm too, for it slipped twinkling over the yellow sands.’ Yellow, in this context, is calming because the words ‘warm’ and ‘twinkling’ are used before it. Steinbeck also uses alliteration to create a calm and peaceful atmosphere: ‘south of Soledad, the Salinas River.’ The repetition on the soft’s’ sound is calming and subtle. Steinbeck repeats this technique: ‘the water is warm too.’ As with the’s’ sound, the soft ‘w’ is calming. In this setting of absolute calm and serenity, Lennie and George are introduced. Steinbeck uses extensive animal imagery to describe Lennie: ‘dragging his feet in the way a bear drags his paws.’ This gives the impression that Lennie is large and cumbersome. However, the main reason that Steinbeck uses this form of imagery in describing Lennie is to portray him as amoral and therefore almost child-like. This means that later on in the novel, the reader will acknowledge that Lennie is blameless and also innocent. In contrast, section two begins with a very different description of conditions at the bunk house. The walls are ‘white washes’. This gives the impression that the bunk house is plain and dull. Most surfaces are ‘wood’ and ‘unpainted’ suggesting that everything is built for a practical purpose and that no thought has been put into decoration. In addition, even the sunlight is described negatively: ‘the sun threw a bright dust-laden bar through one of the side windows.’ This makes the sunlight seem dirty, like grey dust, which is at a vast disparity to the sunlight in section one, that is ‘golden’. The only reference to nature in section 2 is the use of a simile: ‘In and out of the beam flies shot like rushing stars.’ On the surface this simile seems pleasant, the flies represent nature and shooting stars are known to be lucky. Also the ‘busy’ flies may remind the reader of the itinerant workers that come and go. However, this simile does have sinister connotations, suggesting that something is rotten on the ranch; Hinting that death and destruction will follow in this novel. The theme of animals is also used to depict deep friendship when Candy’s dog is callously killed: ‘†I’d put the gun right here† he pointed with his toe’ Carlson is arrogant and insensitive causing candy’s to reveal one of the deepest friendships in the novel:’ The old man squirmed uncomfortably. â€Å"Well hell! I had him so long. Had him since he was a pup. I herded sheep with him† He said proudly, â€Å"You wouldn’t believe it to look at him now, but he was the best damn sheep dog I ever seen.’ ‘The Dream’ is a key theme throughout ‘Of Mice and Men.’ This dream is surprisingly simple and based on happy memories of George’s childhood: ‘An’ we’d keep a few pigeons to go flying around†¦like I done when I was a kid.’ George is sometimes reluctant to repeat the dream. However once he gets into his stride the poetry of his language demonstrates that the dream is just as important to him as it is to Lennie: ‘The cream so god thick you got to cut it with a knife and eat it with a spoon. The dream is ultimately what binds Lennie and George together, keeping them focused and determined to work. This relates to animals and nature because all that Lennie and George want is to own there own land and livestock; this will set them free, like a bird. In section 3 a fight between Lennie and Curley takes place. Curly unexpectedly focuses his aggression on Lennie: ‘Then Curley’s rage exploded. â€Å"Come on, ya big bastard.’ Steinbeck instantly lets the reader know that Lennie is innocent by describing him as ‘helpless’ and comparing him to an innocent and amoral lamb: ‘Lennie covered his face with his huge paws and bleated in terror.’ Steinbeck uses the comparison between Lennie and animals, in this situation to show that his actions aren’t done out of anger or spite but out of instinct and fear. During the fight Curly description changes dramatically from a ‘terrier’ to a ‘fish on a line’ implying that he is helpless, vulnerable and at Lennie’s mercy: ‘The next minute Curley was flopping like a fish on a line.’ In the last section of the novel, a poignant comparison is made using wildlife. ‘A water snake glided smoothly up the pool, twisting it periscope head from side to side†¦A silent head and beak lanced down and plucked it out by the head, and the beak swallowed the little snake while its tail waved frantically.’ Steinbeck uses this metaphor to emphasise that Lennie’s death is fate, just like nature. In conclusion, Steinbeck relays back to nature and wildlife to subtly describe a situation, theme or character. This allows the reader to identify with the novel and understand situations more clearly and deeply.