The Oddities in Art Essay - 1131 Words

Anything can be art, depending on who is looking at it. There are so many different definitions and types of artwork. There are paintings, sketchings, pottery, poetry, literature, music, movies, and collections; just to name a few. Some pieces of art are seen as more exquisite and picturesque than others. These masterpieces are at the stop of the hierarchal â€Å"art world.† Some examples may include music by Mozart or paintings by Von Gogh. To be among the top of the hierarchy demonstrates much prestige. Although my art teacher’s stained glass paintings are absolutely beautiful, they may only rank in the middle of the hierarchy. The pieces of art farther down and at the bottom of the hierarchy would include macaroni art done by kindergartners,†¦show more content†¦In this way, it holds more value to me than it would to anyone else. However, if I had just a single dried flower I would be more likely to just throw it out. By being part of a collection, the flowe rs gain additional sentimental value and I would not be as likely to throw the bouquet away. In this way, collections allow the ordinary to become the extraordinary. Any ordinary item can be seen as a piece of art once included in a collection. Collections bring delight to not only the collectors themselves, but also to those who get to see them. However, not all collectors show their collections. This may be because they think that showing others would diminish their passion or fascination with what they collect. This could happen if the collectors receive negative feedback about their collection. If spectators were to think of the collection as stupid or useless, then the collector may feel discouraged and collecting may lose its appeal. Feedback from other people is what determines the status of any collection. As Johnson says, â€Å"All decentralized systems rely extensively on feedback, for both growth and self-regulation† (192). Therefore, if spectators see the collecti on as marvelous, the collector will earnestly continue collecting and looking for things that are bigger and better. This allows the collection to grow and keep the spectators interested. By increasing interest in the collection, spectators continue to give positiveShow MoreRelatedAp Synthesis Essay: Museums712 Words   |  3 Pagesthan just paintings; he included â€Å"performers, a zoo, and an intriguing assembly of biological oddities.† (B) Museums will not prosper or even function without a broad range of visitors to view the collections. On top of that, any current public intellectual trends or fads should be considered when determining new exhibits or galleries. David Rockefeller, son to the founders of the Museum of Modern Arts, warns against political and private interests in museum exhibitions. (Source A) â€Å"Strong advocatesRead MoreAnalysis of Tanguys Painting The Earth and the Air Essay694 Words   |  3 PagesThe earth and the air is an oil painting by the F rench Surrealist Yves Tanguy. It is one of the modern art paintings in the Cone Collection, in the Baltimore Museum of Art. It is created by Tanguy in 1941. It is about 30† x 40† wide with a wooden frame. The background colors divide the piece into mainly two sections, the top and the bottom part. The top part is about 3/5 of the whole piece. It is painted in blue and white, like a watercolor-like sky without any subject matters. It has a dreamy feelingRead MoreEssay on London 1908 - The Court of Honor961 Words   |  4 PagesThese wooden framed structures are covered in layers of canvas and plaster. Artists molded the delicate lattice work, sculpture, and detail with additional plaster. The bridge and pavilions of the Court are influenced by Oriental architecture, an oddity for a Franco-British Exhibition. 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The Greeks had rich foundations in art and an admiration for all things beauty, which is carried over in their storytelling. Orpheus, an Argonaut, or the master musician is able to attract Hades with this music, his art. Hades himself is Greek, so therefore he must have an admiration for the arts! Art was a way to please the gods so that they would not punish mortals or play games with their lives. Unfortunately, GodsRead MoreAdaptation Of Dantes Inferno914 Words   |  4 PagesAdaptations are form of art, like video games, that open up dimensions for makers to transcode them while giving them new meanings, in thi s way keeping them intriguing. In any case, when the same poem, or a component of a poem is utilized in a new way, it will spark debates on which one is superior. Mary Jo Bang gives an innovative, new interpretation of Dante’s Inferno, represented with illustrations by Henrik Drescher. Dante’s epic lyric and Mary Jo Bang’s translation of the Inferno are both extraordinaryRead MoreOverview of Cultural Anthropology1117 Words   |  5 Pagesgreater amounts of corruption and crime to gain some kind of advantage. (Jamaica) (Rogozinski) (Taylor) The arts: music, dance, drama, graphic arts, games and local pastimes, solitary activities and uses of leisure time. The primary music in Jamaica is Dance Hall, Reggae and Ska. They have their own unique dances which are most common such as: the butterfly and five points. All art is focused on taking an African appeal. The primary games that are played for leisure include: soccer (also knownRead MoreIn the past, losing a limb and surviving often meant the start of a life with disability.900 Words   |  4 Pagesourselves? Without being kept in check, there is potential for significant ethical and social ramifications. In order to understand how and why this is worth concern, we must first examine the part of human psychology that acts as the source. This oddity lies in the caveat to the use of human-like robotics and prosthetics in terms of how the piece of technology is perceived by a third party. When something is clearly machine, it is viewed as such. However it has been consistently observed that asRead MoreAnalysis Of The Book Oliver Sack 1053 Words   |  5 Pagesdistinguished individual and has area’s of his life that are still fairly normal. During the house visit, the author shows the reader a peek at Dr. P.’s house. The author painted a picture of Dr. P.’s house as being filled with musical memorabilia and art. When asked to sing Dr. P. sang perfectly and it was made clear that he was still a professor for very good reason. â€Å"Dr. P. was an aged but infinitely mellow Fischer Dieskau, combining a perfect ear and voice with the most incisive musical intelligence†Read MoreEssay The Art of Maya Lin1593 Words   |  7 Pagescriticism. She manages to trudge on. Her works express both an artistic and mathematical feel, somehow finding a beautiful marriage between. Her obsession with art and knowledge can be greatly attributed to her parents, as she was very successful at an early age. Her art career is one of many triumphs and breaking boundaries in the art world. Lin has a great love for nature, and many of her pieces help to express the significance of this, and she loves to enthrall the audien ce.

Kafkaness The Temporal Effect of Franz Kafka - 1345 Words

Research Question: What does the temporal effect of Kafka’s stories reveal about the protagonist in â€Å"The Country Doctor†, â€Å"The Metamorphosis†, â€Å"A Hunger Artist†, and â€Å"In the Penal Colony†? The complex concept of time can be viewed in numerous ways; it can be relative or absolute, structured or completely disorganized. In Franz Kafka’s short stories time appears in two forms: precise or dream-like states. In the dream-state stories, â€Å"The Metamorphosis† and â€Å"The Country Doctor†, the absence and warping of time makes the stories more surreal and absurd. What is revealed from this are protagonists that must come to terms with repressed feelings or desires. Once this occurs, they are released from the perpetual loop of time. On the other hand, in the stories where there is a strong emphasis on time, â€Å"In the Penal Colony† and â€Å"A Hunger Artist†, the calculated measurement of time and its importance to the protagonists reveals the characters need for control of their lives. Ultimately, when this structure of time is lost, the protagonists’ inability to cope is what leads to their untimely deaths. In â€Å"The Country Doctor†, there is constant temporal disorder. To begin, Kafka writes the story as one continuous paragraph, which mimics the illusion of an expeditious dream when read. The country doctor’s need to always be in a different place coupled with the lack of transitions in Kafka’s writing can be seen as dream-like logic. In addition, the story itself switches between the past

The Development of Concept through the National Curriculum Free Essays

string(113) " Forces and Gestures are once more taught nevertheless cognition is expanded in the faculty Forces and Movement\." The National Curriculum was introduced into the English educational system after the Education Reform Act in 1988. The construct of kid psychological science was addressed and to a great extent influenced by the work of Jean Piaget. Piaget was the precursor of the ‘constructivist theory of cognizing ‘ and set frontward the first systematic theory of Cognitive Development. We will write a custom essay sample on The Development of Concept through the National Curriculum or any similar topic only for you Order Now His theory provinces there are four back-to-back phases of cognitive development that are achieved at different ages throughout a kid ‘s life. As with all high profile theories, non all experts agreed. Lev Vygotsky thought the cultural background of kids had a major impact on cognitive development, ‘Any map in the kid ‘s cultural development appears twice, or on two planes. First, it appears on the societal plane, and so on the psychological plane. ‘ ( ? ? , 1981, pg 163 ) . The chief difference between Piaget and Vygotsky ‘s theories is Vygotsky believed even if a kid did non possess the necessary accomplishments or cognition to finish a undertaking, if they were surrounded by person who did, they were likely to win when steered in the right way. Whereas Piaget stated a kid ‘s cognitive development is limited by what they are in affect ‘ready ‘ to larn. By using Piaget ‘s theory to the National Curriculum a more ‘child-cen tred ‘ attack can be practiced within the School System. Piaget one time said ‘Education, for most people, means seeking to take the kid to resemble the typical grownup of his society†¦ . but for me and no 1 else, instruction agencies doing Godheads†¦ . you have to do discoverers, pioneers and non conformists ‘ ( Bringuier, 1980, pg 132 ) . Forces and Motion organize a important sum of Physicss at all Key Stages in the National Curriculum. Forces have a cardinal function in how the Earth is positioned and how objects are held on the Earth. It is critical kids are taught where and how Forces and Motion affect us and how they determine twenty-four hours to twenty-four hours life. Jean Piaget published the first logical theory of cognitive development which when placed in an educational context can be used to better the educational system for all pupils. Piaget focused on how kids learn, adapt to an environment and any alterations that may happen. He thought kids must hold changeless interactions with the outside universe. Piaget besides discussed the theory of moral instruction and believed kids make moral opinions by detecting those around them, ‘the kid is person who constructs his ain moral universe position, who forms thoughts about right and incorrect, and just and unjust, that are non the direct merchandise of grownup instruction and that are frequently maintained in the face of grownup wants to the contrary ‘ ( Gallagher, 1978, pgA 26 ) . He thought instruction and the manner kids are taught can hold a important consequence on development. Piaget ‘s theory provinces there are four chief countries of Cognitive Development. The first, Sensori-motor, occurs between birth and the age of two. Child learn through their senses and actions, nevertheless are egoistic. The grounds Piaget gathered showed kids in this phase interact with their environment by pull stringsing objects, this is known as intelligence in action ( Michael W. Eysenck, 2000, Pg 411 ) . Towards the terminal of the sensori-motor phase kids begin to develop object permanency. The second of Piaget ‘s phases, pre-operational, is split into two sub-sections, Preconceptual ( aged two and four ) , and Intuitive ( aged four and seven ) . A chief feature of this phase is unlogical thought and centration. During this period it is non possible to alter a kid ‘s sentiment on something they believe to be true. For illustration if two spectacless with equal sums of H2O are shown to a kid, so one is transferred into a larger glass, a kid would province it contains less H2O than the other, even though they to the full observed the procedure ( Michael W. Eysenck, 2000, Pg 413 ) . The 3rd phase occurs between aged seven until about 12 and is known as Concrete Operational. At this point logical thought develops leting ideas to be organised coherently. However kids are still unable to believe abstractly and logical thought is confined to existent objects and topics that can be seen. Children are able to concentrate on more than one factor, for illustration when asked to choose similar objects, the 2nd object chosen will be similar to the first in dimensions and the 3rd chosen will be similar to the 2nd in coloring material ( Michael W. Eysenck, 2000, Pg 411 ) . The idea procedure behind the usage of experiments is understood as they comprehend be aftering, transporting out, showing and reasoning the consequences. The 4th phase is Formal Operational which occurs from aged 12 upwards, where kids are able to grok abstract thoughts leting topics such as Space and Gravity to be explored. Prior to this kids can non gain intangible thoughts and constructs. An of import measure in formal operational is when kids come across a state of affairs they do non understand, they are able to alter the manner they think in order to understand it. For illustration formulate a hypothesis and carry out a systematic trial to bring forth consequences to back up an reply. At Key Stage 1, kids are aged between five and seven and are at the Intuitive phase in Piaget ‘s Theory. Forces and Motion are introduced to the kids in the first twelvemonth of Key Stage 1 utilizing the faculty Pushes A ; Pulls. During this, kids can anticipate to larn things such as how objects move and the different types of motion. Children may be asked to travel in different ways and so asked to discourse which parts of their organic structures move. Language skills progress in the intuitive phase nevertheless Piaget provinces this is a effect of basic cognitive progresss. Appraisals are kept in line with Piaget ‘s theory and can include labelling objects harmonizing to their motion for illustration push or pull. During twelvemonth two of Key Stage 1, Forces and Gestures are once more taught nevertheless cognition is expanded in the faculty Forces and Movement. You read "The Development of Concept through the National Curriculum" in category "Essay examples" The topics covered reinforce cognition antecedently taught in order to develop student ‘s cognition. Language and vocabulary is extended by presenting words such as turn, squeezing, stretch and draw out. Investigational skills begin to develop as kids are taught how to propose a inquiry and predict what will go on. The ‘fair trial ‘ construct is besides encouraged and expanded. These are cardinal accomplishments that are developed at a ulterior phase. Students move on to Key Stage 2 at the age of seven and go on until aged eleven. Harmonizing to Piaget ‘s they are Concrete Operational, the 3rd phase, intending logical logical thinking can be applied to existent objects. Forces and Motion are taught in Year 4 ( aged eight ) in the faculty Friction. Specific subjects are re-capped in order to consolidate old facts. Children are encouraged to utilize new equipment such as a forcemeter to carefully mensurate a force. New vocabulary and thoughts are besides introduced at this phase, for illustration ‘newton ‘ as the unit of force. Investigational accomplishments are progressed by acquiring students to be after an experiment and follow it through. The faculty Forces in Action is taught in Year 6 ( age ten ) and includes gravitation and weight. The footing of all subjects covered have been antecedently taught, this shows the continuity of the subject throughout the two Key Stages. This allows the kids to logically remember this information and expand it. As the kids are still in the Concrete Operational phase they are able to use logical thought nevertheless merely to existent objects. It is of import forces are used to explicate phenomena in mundane life to demo the importance and impact they have. Towards the terminal of this unit the construct of Gravity is introduced, nevertheless harmonizing to Piaget kids at this phase can non grok abstract theories. During Key Stage 3 kids are on the boundary line of the concluding phase, Formal Operational. During which persons are able to believe logically and rationally about possible events and abstract constructs. In Year 7 the students are taught the faculty Forces and their Effectss. Children are advanced by being taught the difference between mass and weight and how to associate forces in action to alterations in gesture. This provides a direct nexus back to faculties Forces A ; Movement and Friction in Key Stage 1 and 2. At this phase the student ‘s learn why it is indispensable to reiterate measurings and experiments to turn out duplicability and dependability of consequences. They are introduced to the construct of different variables within an experiment and the importance of commanding these. During the concluding twelvemonth of Key Stage 3, Year 9 ( age 13 ) Forces and Motions is covered in three separate faculties. The first, Gravity and Space introduces the construct of abstract believing about objects and forces. This links back to the faculty Forces in Action from Key Stage 2. Gravity is antecedently touched upon in Key Stage 2, nevertheless harmonizing to Piaget ‘s theory they are unable to to the full grok abstract constructs. As a batch of new information is taught during this faculty, the students greatly expand their cognition. Investigational accomplishments are expanded in this faculty and students are made cognizant that Scientists research constructs together and construe the grounds. The 2nd forces faculty in Year 9 is called Rushing Up and is straight linked to several faculties antecedently taught in Key Stage 1 and 2 such as Pushes A ; Pulls and Forces in Action. It expands earlier subjects by leting students to see the relationship between forces on an object and its motion. It introduces balanced and imbalances forces and how these explain the motion of falling objects. The concluding faculty is Pressure and Moments. This involves the impression of minutes and once more physiques on old information provided to the students. This is a major measure for kids as most of these subjects have non antecedently been taught. However there is still continuity as all the old cognition about clash and gravitation play an of import portion in understanding these constructs. As with old faculties the investigational accomplishments of the student ‘s are farther developed with anomalous consequences being introduced and preciseness measurings are reiterated. Due to the separation of single Sciences at Key Stage 4, Forces and Motions as a subject can be found in several topics, for illustration Physicss and Additional Science. Areas covered include how to depict the manner things move and what is impulse, this once more demonstrates continuity through the Key Stages. Ideas are besides expanded, for illustration when larning about impulses, kids are expected to be able to cipher impulse and how impulse can be used to cipher other values such as Force. At AS / A-Level, kids are no longer in mandatory instruction nevertheless Forces and Motion characteristic within Physics classs. Mechanics is introduced as a new subject which includes associating force to moving ridges. The topic of impulse is expanded and establishes round and oscillating gesture. The class Physics in Context steadfastly places natural philosophies in a scope of modern-day environments. It introduces pupils to new and exciting countries of natural philosophies and develops indispensable cognition and apprehension. The faculties allow students to see how cognition of forces and gesture underpins mundane activities such as conveyance and record breakage in athletics. The construct of Forces and Motion within the National Curriculum is introduced at the beginning of Key Stage 1 and is carried throughout mandatory instruction and station 16 surveies. Initial cognition is expanded and consolidated at the start of each faculty and all units link together. Although the faculties are non carried out in back-to-back schooling old ages, I believe that with construction of the National Curriculum, continuity is kept by recapping at the beginning of each unit. It is clear patterned advance within the topic occurs within the unit and there are besides countries for talented and gifted pupils to stand out. From looking at the National Curriculum, Piaget ‘s theory has had a major impact, as the degree at which the information is pitched straight relates to the features observed by him. For illustration in Key Stage 2 students are Concrete Operational and merely able to associate to existent objects and thoughts. Therefore Forces such as velocity and mot ion are chiefly covered. In Key Stage 4 students are Formal Operational and can grok abstract thought, hence Gravity, Space and Moments are introduced. However as with all major theories, there are countries that do non to the full explicate the construct, in this instance the cognitive development of kids. Psychologists such as Bower ( 1982 ) challenged Piaget ‘s theory and set frontward the thought that Piaget had a inclination to undervalue the cognitive ability of kids. Bower hid a plaything behind a screen and when the screen was lifted a few seconds subsequently, the plaything was longer at that place. The three to four month old kids in his survey showed a ‘surprised ‘ reaction therefore proposing object permanency can be present much earlier than Piaget published ( Michael W. Eysenck, 2000, pg 411 ) . Lev Vygotsky ‘s parts must besides be acknowledged who along with other publications researched the zone of proximal development. This stated that altho ugh kids may look to miss certain accomplishments when tested in a controlled environment, if tested once more when surrounded by person with the necessary cognition they are more likely to win. Although parts of Piaget ‘s Theory have been inquiry and to some extent disproved, as a whole no other theory has come near to explicating, in item, the manner in which kids ‘s thought and acquisition advancements. Mentions Books Eysenck, M. W. ( 2000 ) Psychology ; A Students Handbook, East Sussex: Psychology Press LTD, Publishers. How to cite The Development of Concept through the National Curriculum, Essay examples

Plagiarism Essay free essay sample

This is a growing vice among students in our institutions of higher learning today. Most students in our local universities steal other persons writings or related academic materials and present such works as their original work. Academic plagiarism is when a person steals another persons works and passes it on as his or her original work (Gigabit, 1998). 2. 0 What are different types of academic plagiarism? There are several types of academic plagiarism. According to Loveland Eraser (2012), there are six types of academic plagiarism. The first is partial plagiarism.This happens when a person steals and puts together data from two or three different sources. The second is source plagiarism. This takes place when due credit is not given to the author one has gathered information from. The third is minimalist plagiarism. This happens when one summarizes the same content using different flows. This could happen by changing the order and sentence of the original work. We will write a custom essay sample on Plagiarism Essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The fourth is source citation. This takes place when a person presents a complete source of information which lacks quotes. The fifth is mosaic plagiarism.This type Of plagiarism takes place when one changes the sentence construction but not the original wording. Finally, the sixth is full-proof plagiarism. It occurs when al the sources used have citations but the entire text is a paraphrased version of the original. 3. 0 Is academic plagiarism a problem for the non-native speakers only? In my view, academic plagiarism is a problem for both the native and non- native speakers. Academic plagiarism by students is influenced by a variety of factors. Some of the factors that influence plagiarism are of human nature regardless of whether one is a native or a non-native speaker.For example laziness is recognized as a factor that may influence one to plagiarism whether they are native or non-native speakers. Another common factor among the dative and non-native speakers that may influence plagiarism is lack of confidence in ones own work. The temptation to plagiarism may occur when one has high regards of what is written by someone else. However, non- native speakers may be faced with exceptional challenges that may influence them to plagiarism. For example a non-native speaker may be faced with the challenge of correlating ideas and grammar.This may lead to plagiarism. According to Sherry Holt (201 3), non-native speakers prefer quoting their masters as the most reliable source without critical thinking. 4. 0 What are the penalties of academic plagiarism? The penalties of academic plagiarism include suspensions and probation of the culprits from schools or institutions they are in, redoing the assignment and lowering of the students course grades. Attorney Stander (2010) states that anyone who plagiarisms copy righted material can be sued in federal court by the owner of the copyright. He also describes how unsympathetic the courts can be toward college students who have been disciplined for plagiarism and seek relief via lawsuit. 5. 0 How can one avoid academic plagiarism? Generally, it is the responsibility of everyone to avoid plagiarism. Plagiarism would be understood as a collective responsibility among all the stakeholders meaning that it is also the responsibility of teachers to assist the students UN dealing with it (Council of Writing Program Administration 2003 p. ) -Loveland (2003) states that plagiarism is an offensive act that leads to infraction of originality and can be avoided by using proper citation of reference on the work done and also by reading and researching widely on the topic under research. Sherry Holt (2011) on the other hand says that there is need for a person to be a suspicious reader with a keen eye of identifying and addressing plagiarism. She advises that once plagiarism is identified, there is need to have a One on one chart on wh at constitute plagiarism with a culprit and provide an opportunity to the culprit to rewrite the paper. . 0 How should the culprits of academic plagiarism be punished? In conclusion, some of the reasons that lead students to practice plagiarism are laziness, ignorance and lack of exposure or experience on the subject under discussion. Plagiarism does not affect students only but also the institution and nation at large because it increases lack of originality among individuals. Therefore, measures on how to curb plagiarism should be taken and there would be consequences in place for culprits who are performing it.