Wednesday, July 31, 2019

Characters In the novel ‘Of mice and men’ Essay

The novel ‘Of mice and men’ is set in 1930’s America. The characters suffer from this because of the Great Depression in 1929. This led to many things, for example people losing their jobs. Because of this factor the characters Lennie and George have to travel from place to place looking for a job and a place to live. Also Woman and Black rights did not exist as they were 2nd class citizens, Crook says to Lennie â€Å"Why aint you wanted† â€Å"Cause I’m black†, unlike contemporary America. Also in the 1930’s people were discriminated against because they were put before any other person wanting the job. I think the differences between 1930’s America and today’s America shows drastically in this novel by affecting the characters jobs and social lives. Lennie is a very interesting and important character in the novel; he affects all the character but mostly George. He is very forgetful, George says to Lennie â€Å"So you forgot that already did you!!!† Steinbeck uses Lennies ‘forgetfulness’ as a way to kill Curley’s wife without Lennie knowing. Also Lennie cannot take care of himself, unlike today society cannot provide help for him and if left alone him would slowly die. Also if he was left alone he would not be able to get a job because he would be discriminated against, but with the help of George he has a chance to work if he follows Georges rules, â€Å"If he sees ya work before he sees ya talk, were set†. In this quote George is telling Lennie what to do around the boss, Stienbeck makes it clear in this quote how much discrimination there is in the 1930’s. George, I think, is the main character in the novel, mainly because he controls the book by helping and telling the characters what to do. He teaches Lennie how to behave to other people, I think if Lennie weren’t there, George would be depressed and lonely, although George sometimes get annoyed with him, he thinks a lot of him and this is why he was king enough to kindly kill him. Candy is also an important character in this novel and I think she is also very clever. â€Å"Everybody wants a bit of land, not much† she understands what its like to live in a mans world. Curley’s Wife is a very depressed character because she is a 2nd class citizen and once had hopes of becoming famous, â€Å"he was gonna put me in the movies†, her dream disappeared and is now the wife of Curley’s wife and has no role and no job in the novel, she also wants children but Curley doesn’t, and that is what a mans world was like in the 1930’s, whatever he says, goes. She gets so depressed for company that she approaches Lennie, I think she does this because she knows that he’s the only one that will listen to her, this depression leads to her downfall as Lennie accidentally kills her. Crooks is also a very depressed character because in the 1930’s blacks weren’t seen as equals. I think in this novel Crooks is vulnerable to attacks, â€Å"Listen nigger, you know what I can do to you if you open your trap?† She can have him killed because in the 1930’s woman were in a higher class then blacks, so her word is more reliable in court then Crooks. Crooks is also very wise, he has worked on the ranch for a long time, â€Å"I seen hundreds of men come by on the road†, and says that their dreams never come true its â€Å"just like heaven†. Crooks says to Lennie, â€Å"You guys is just kidding yourself. You’ll talk about it a hell of a lot, but you won’t get no land.† Crooks like everyone, is lonely. â€Å"A guy talking to another guy and it don’t make no differences if he don’t hear or understand, the thing is, they’re talking†, this quote shows how desperate Crooks is for company, like Curley’s Wife, he turns to Lennie.

Tuesday, July 30, 2019

Jb Watson

J. B. Watson In 1878 John Broadus Watson was born to Emma and Pickens Watson. A poor family in Greenville, South Carolina. 1913 was the year he published his famous paper on behaviorism, which was pretty controversial. In 1919, Rosalie Rayner graduated from Vassar and came to Johns Hopkins as a grad student. She collaborated with Watson on the famous Little Albert study of conditioned emotional responses in 1920. She collaborated with him. The â€Å"Little Albert† experiment was a famous psychology experiment conducted by behaviorist John B. Watson and graduate student Rosalie Raynor. Previously, Russian physiologist Ivan Pavlov had conducted experiments demonstrating the conditioning process in dogs. Watson was interested in taking Pavlov's research further to show that emotional reactions could be classically conditioned in people. The participant in the experiment was a child that Watson and Raynor called â€Å"Albert B. , but is known popularly today as Little Albert. Around the age of nine months, Watson and Raynor exposed the child to a series of stimuli including a white rat, a rabbit, a monkey, masks and burning newspapers and observed the boy's reactions. The boy initially showed no fear of any of the objects he was shown. The next time Albert was exposed the rat, Watson made a loud noise by hitting a metal pipe with a hammer. Naturally, the child began to cry after hearing the loud noise. After repeatedly pairing the white rat with the loud noise, Albert began to cry simply after seeing the rat. Watson and Raynor wrote: â€Å"The instant the rat was shown, the baby began to cry. Almost instantly he turned sharply to the left, fell over on [his] left side, raised himself on all fours and began to crawl away so rapidly that he was caught with difficulty before reaching the edge of the table Some other things he did†¦ â€Å"I was a product of schools and colleges. I knew nothing of life outside the walls of a university. † To get to understand the Consumer better, he spent the summer as a clerk at Macy's. Soon he brought his background as a student of human nature to bear on problems in the world of advertising. He did research showing that different brands of a product were indistinguishable to consumers; their buying decisions must be based on the product's image instead of on the product itself. He thus arrived at the basic tenet of modern advertising: sell the image!

Monday, July 29, 2019

Chemistry Soya Milk Essay Example for Free

Chemistry Soya Milk Essay This project has been chosen in view of increasing demand of milk and also due to higher expectations of good quality and low fat diet requirements of the people with better awareness. Also the requirement for such quality products is more acute today. In this project I have prepared soy milk from soyabeans and have compared the conditions of formation of good quality cow milk yogurt and soy milk yogurt. I have also tried to find the effect of temperature on the pH of cow’s milk and soy milk. Thus I have selected this project to find a suitable replacement of cow milk in soy milk to meet the demands of the ever increasing population. SOY MILK: Soy milk (also called soya milk, soymilk, soybean milk, or soy juice) and sometimes referred to as soy drink/beverage is a beverage made from soybeans. A stable emulsion of oil, water, and protein, it is produced by soaking dry soybeans and grinding them with water. Soy milk contains about the same proportion of protein as cow’s milk: around 3. 5%; also 2% fat, 2. 9% carbohydrate, and 0. 5% ash. Soy milk can be made at home with traditional kitchen tools or with a soy milk machine. The coagulated protein from Tofu, just as soy milk can be made into made into cheese. Soy milk can be made from whole soybeans or full-fat soy flour. The dry beans are soaked in water overnight or for a minimum of 3 hours or more depending on the temperature of the water. The dehydrated beans then undergo wet grinding with enough added water to give the desired solids A can of Yeo’s soymilk, poured into a glass. Soy milk can be made from soya beans or full flat soy flour. The dry beans are soaked in water for a minimum of 3 hours. The dehydrated beans then undergo wet grinding with enough added water to give the desired solid content to the final product. The ratio of water to beans on a weight basis should be about 10:1. The resulting slurry or puree is brought to a boil in order to improve its nutritional value by heat inactivating soybean trypsin inhibitor, improve its flavor and to sterilize the product. Heating at or near the boiling point is continued for a period of time, 15-20 minutes, followed by the removal of an insoluble residue by filtration. SOY YOGURT – Soy yogurt looks like regular cream yogurt. Soy yogurt, (Soya yoghurt in British English) also referred to as Soygurt or Yofu (a portmanteau of yoghurt and tofu), is yogurt prepared using soy milk, yogurt bacteria, mainly Lactobacillus bulgaricus and Streptococcus thermophilus and sometimes additional sweetener, like fructose, glucose, or raw sugar . It is suitable for vegans, as the bacteria for shop-bought soy yogurt are usually not grown on a dairy base. Soy yogurt can be prepared at home using the same method as dairy yogurt. One tablespoon of sugar per 1 liter of unsweetened soy milk may be added to promote bacterial fermentation. Soy milk on its own lacks the lactose (milk sugar) that is the basic food for the yogurt bacteria. Soy yogurt may have a slight beany soy taste when made directly from freshly prepared soymilk, but this is less pronounced in shop-bought soy yogurt and in soy yogurt made from commercial soy milk. Soy yogurt contains less fat than yogurt made with whole milk. This amounts to about 2. 7% (the same percentage as soy milk), versus 3. 5% in dairy yogurt. However, dairy yogurt can be made with 2%, 1%, or fat-free milk, and these cases, it is lower in fat than soy yogurt. Cow Yogurt Yogurt, also spelled yoghourt or yoghourt, is a favorite breakfast, lunch, or snack. A thick, custard- or pudding-like food, yogurt is made by the natural bacterial fermentation of milk. The process of making yogurt involves culturing cream or milk with live and active bacterial cultures; this is accomplished by adding bacteria directly to the milk. Commercially made yogurt is usually made with a culture of Lactobacillus acidophilus and Streptococcus thermophilis. Yogurt made at home is usually started by adding a dab of commercially made yogurt to boiled milk, and then keeping the mixture at 45 °C. In Western cultures, yogurt is enjoyed in a variety of ways, most popularly as a cool dish mixed with fruit. Yogurt can be used to make healthy shakes or frozen to eat like ice cream. Yogurt can also be used when cooking, in place of milk, sour cream, and even some cheeses. In Middle Eastern cultures, yogurt is frequently served with meat, meat sauces, and vegetables, It can be mixed with various other sauces or used as a tangy dollop on top of a meal. NUTRITION AND HEALTH INFORMATION Nutrients in 8 ounces (250 ml) of plain soymilk. | Regular | Life Whole | Fat |kcal) | Soymilk | Soymilk cow (reduced milk fat) | Free cow milk | 90 | 70 149 | 83 | | 10. 0 | 4. 0 7. 7 | 8. 3 | | 4 | 2. 0 8. 0 | 0. 2 | | 14. 0 | 16. 0 11. 7 | 12. 2 | (g) | 0. 0 | 0. 0 11. 0 | 12. 5 | | 120 | 100 105 | 103 | (mg) | 1. 8 | 0. 6 0. 07 | 0. 07 | | 0. 1 | 11. 0 0. 412 | 0. 446 | (mg) | 80. 0 | 80. 0 276 299 | in 100 ml of fortified soyrpilk â€Å"Alpro Soya† versus semi skimmed and fat free milk: | | Enhanced Semi Fat free Soymilk skimmed cow cow milk milk | Calories (kcal) | 31 47 35 | Protein(g) | 3. 3 3. 6 | 3. 6 | Carbohydrate | 0. 2 4. 8 | 4. 9 | Lactose (g) | 0. 0 4. 8 | 4. 9 | Fat(g) | 1. 8 1. 8 | 0. 3 | Saturated fat | 0. 3 | 1. 1 | 0. 1 | Sodium (rng) | 10 | 44 | 5 | Iron (mg) | 0. 24 | 0. 02 | 0. 03 | Calcium(mg) | 120 | 124 | 129 | Vitamin A (mcg) | 1. 0 | 6. 0 0. 9 | 3. 5 0. 4 | VitaminBl2(mcg) | 0. 38 | Vitamin D (mcg) | 0. 75 | 2. 5 | 0. 0 | CHEMISTRY INVOLVED Proteins are chains of amino acid molecules connected by There are 22 different amino acids that can be combined to form protein chains. There are 9 amino acids that the human body cannot make and must be obtained from the diet. These are called the essential amino acids. The amino acids within protein chains can bond across the chain and fold to form 3-dimensional structures. Proteins can be relatively straight or form tightly compacted globules or be somewhere in between. The term â€Å"denatured† is used when proteins unfold from their native chain or globular shape. Denaturing proteins is beneficial in some instances, such as allowing easy access to the protein chain by enzymes for digestion, or for increasing the ability of the whey proteins to bind water and provide a desirable texture in yogurt production. The main (starter) cultures in yogurt are Lactobacillus bulgaricus and Streptococcus thermophilus. The function of the starter cultures is to ferment lactose (milk sugar) to produce lactic acid. The increase in lactic acid decreases pH and causes the milk to clot, or form the soft gel that is characteristic of yogurt. The fermentation of lactose also produces the flavor compounds that are characteristic of yogurt. REQUIREMENTS Beakers, pestle and mortar, measuring cylinder, glass rod, tripod-stand, thermometer, muslin cloth, burner. Soya beans, cow milk, fresh curd and distilled water, pH papers. PROCEDURE 1) Soak about 150g of Soya beans in sufficient amount of water so that they are completely dipped in it. 2) Take out swollen Soya beans and grind them to a very fine paste 3) Filter it through a muslin cloth. Clear white filtrate is soya bean milk. Compare its taste with cow milk. 4) Take 50 ml of soya bean milk in three other beakers and heat the beakers to 300, 40 °and 50 °C respectively. Add ? spoonful curd to each of these beakers. Leave the beakers undisturbed for 8 hours and curd is formed. 5) Similarly, take 50 ml of cow milk in three beakers and heat the beakers to 30 °, 40 ° and 50 °C respectively. Add ? spoonful curd to each of these beakers. Leave the beakers undisturbed for 8 hours and curd is formed. 6) Take 20 ml of cow milk and soya bean milk in two separate test tube and test OBSERVATION TYPE OF MILK| BEAKER NO| TEMPERATURE. C| TIME TAKEN TO FORM CURD(HRS)| TASTE OF CURD(AFTER 8 HRS)| COW’S MILK| 1| 30| 6. 5| SWEET| | 2| 40| 5| SOUR| | 3| 50| 4| SOUR| SOY MILK| 4| 30| 8. 5| NOT FORMED| | 5| 40| 7| SWEET| | 6| 50| 6| SWEET| TYPE OF MILK| BEAKER NO| TEMPERATURE. C| pH| COW’S MILK| 1| 30| 6| | 2| 40| 6| | 3| 50| 6| SOY MILK| 4| 30| 7| | 5| 40| 7| | 6| 50| 7| RESULT 1. For cow milk, the best temperature for the formation of good quality and tasty curd is 40 °C and for soyabean milk, it is 50 °C. 2. For cow milk, the pH of good quality and tasty curd is 5 and for soyabean milk, it is 6. INFERENCE Thus the formation of good quality soy yogurt the time taken was 7 hours for a sample at 50 °C and at a pH value around 6. whereas, for the formation of good quality curd the time was 5 hours for a sample at 40 °C and at a pH value around 5. Thus a good yield of curd can be obtained with soy milk. And moreover soy yogurt helps in controlling type 2 diabetes and high blood pressure. The enzymes in the soy yogurt also help in regulating blood sugar levels. Thus soy milk is a suitable replacement of cow milk to meet the demands of the ever increasing population. INDEX Why I chose this project? 1 Soya bean milk 1 Soy yogurt 4 Nutrition and Health Information 7 Chemistry involved 9 Requirements 10 Procedure 11 Observations 12 Result 13 Inference 13 Bibliography 10 BY: Vishal Kamalakannan. Chemistry Soya Milk. (2017, Mar 14).

Sunday, July 28, 2019

Answer the four questions Essay Example | Topics and Well Written Essays - 500 words

Answer the four questions - Essay Example I feel like socializing and even sometimes exercising. I just feel overall better about myself and find it easier to wind down and even sleep at night. If I have a terrible day at home, I find that when I go to school, my mind is in another place. I think about what is going on at home, replay the instances in my mind and worry about it to the point of where I cannot focus as well. It is more emotionally draining to have problems at home because being home with my family is not something I can or want to escape from. If school is awful, I know that there is an end to it someday or with an awful job, I know I can always quit. I simply cannot quit a home life. If it is bad, it can be depressing. If I am having a wonderful day at home, I feel excited about my day. I am enthusiastic. I may find myself working much harder and anxiously anticipating going home from school or work so I can spend more time at home. It is self-fulfilling for everything to be going great at home. One of the topics of discussion by Dr. Wadsworth was a sense of feeling out of control. It seems as though everything is going okay and then all of a sudden something goes wrong. Little things can be irritating. The demand/control/support theory is that workers or students feel more strain when they are under conditions of high demand and low control. The two of these intertwined can be difficult to deal with rather than one of the two alone. To have a lot of work to deal with and tasks to accomplish can be overwhelming and a person can find themselves procrastinating to get the job done which then only adds to more stress. A person may find themselves slacking on job performance just to get a task done. This can contribute to mental issues and other health issues of a person’s well-being. To have low control is a feeling in which a person feels as if they are stuck. It creates an environment at work or school that is undesirable to be in. This can then hinder other

Analysis Of Ford Motor Companys Balance Sheet Assignment

Analysis Of Ford Motor Companys Balance Sheet - Assignment Example   Equity refers to the difference between total assets and total liabilities (Fridson et al 2011).  Purpose of the balance sheet  The main purpose behind the preparation of financial statements is to allow major decision makers to assess the present condition of the company and make changes as needed. Balance sheet, therefore, gives users an idea of the company's financial position along with presenting what the company owes and owns. It also indicates how the economic resources contribute by shareholders and lenders are used in the business. It helps investors to determine the financial standing of a company (Fridson et al 2011).  Creditors and banks use the balance sheet to make decisions on loans to be extended to the company. Also, stock investors use the statement of financial position to uncover whether the business represents a good investment. Balance sheet indicates trouble areas for the company such as back taxes owed or chronic late payment fees for bills (Peterson & Fabozzi, 2012).   How it reflects the company’s financial status  Statement of financial position often sums up the liabilities, assets and the owners' capital as a specified point in time. Analysis and review of the balance sheet show the current financial health of a company. Subtracting total liabilities from total assets results into stockholders' equity, this is the net worth of the company. Balance sheet, therefore, shows the value of the company (Ittelson, 2009).

Saturday, July 27, 2019

The Case Backgruond Essay Example | Topics and Well Written Essays - 2000 words

The Case Backgruond - Essay Example A large or small business organization’s survival and business growth generally depends upon the ability to successful implementation of organizational change process. The following part of the study will provide the definition of organizational change process. Moreover, the study will discuss why the multinational organization is trying to implement organizational change process in their business process. Organizational change can be defined as the process of change that has a significant impact on the business and organizational performance. Moreover, this change process has a significant effect on the employees and every organizational aspect (Malopinsky, 2007, p.244). There are several types of organizational change process. From these, two major categories have been discussed below (Stickler, 2011, p.38). The subsystem organizational change include removal or addition of a good or service, new process implementation, certain department’s reorganization in order to propose effective and quality product or services (Khedher, 2009, p.151). On the other hand, organizational wide change comprise of major collaboration, rightsizing and restructuring. Incremental change includes systematic improvement of quality management considering the operational process or applying new computer system in order to increase the efficiency. On the other hand, transformational organizational change includes structure or culture changing process of an organization, such as hierarchical structure, organization’s top-down structure and many more (Collns, 1998, p.71). Critical Review It is identical from the case study that, the multinational company was into a retailing business. It is very much justified that, being a multinational company, it tried to expand business as improved system. Moreover, it is identical from the case to focus on the customer development strategy in order to make a strong presence in the global competitive market. The organization is suffering from several problems such as, over capacity of production, lack of effective HR policies and marketing support, inadequate organizational structure, lack of flatter and virtual organizational hierarchy. In order to improve these organizational issues, the organization has decided to employ organizational change process. Effective organizational change process will help the organization to achieve their global business goals and objectives. Major objective and aim of the study is to offer an effective organizational change process strategy in order to overcome the problematic issues of the multinational company. This project will determine the critical analysis of challenges. Kurt Lewin’s organizational change process has been discussed in order to implement the change process in the multinational organization. An effective management and communication plan for the multinational organization can be formulated in the succeeding parts of this assignment. Critical Anal ysis It is identical from the case study that, the organization is suffering from several problems. First of all, the organization is suffering from the over production capacity problem. It is one of the major concerns of the organization. Over capacity of production generally addresses excessive production considering the required market demand. Moreover, the

Friday, July 26, 2019

HY 1110-08F-2, AMERICAN HISTORY I (HY1110-08F-2) Essay - 2

HY 1110-08F-2, AMERICAN HISTORY I (HY1110-08F-2) - Essay Example If the federal government was only going to do things specifically outlined by the Constitution, then it would be a very week governing body. At first, James Madison agreed with Hamilton. But later, he reversed his position and opposed the establishment of a central federal bank. The establishment of the Second Bank of The United States led to the court case Mculloch v. Maryland. The state of Maryland opposed the newly established Second Bank of The United States. They created a special tax that was placed on all out-of-state banks. The only out-of-state bank at the time was The Second Bank of the United States. Chief Justice john Marshall ruled against Maryland. He viewed the special tax as an opposition to the establishment of another federal bank, which is what it actually was. He used the Necessary and Proper Clause to establish the fact that the federal government could establish this bank. Marshall even went to explain that "necessary" didnt mean "absolutely necessary" but proper and appropriate (Gressman 2001). He said that it was linked to the powers of the federal government to set and collect taxes. This clause greatly expands the scope of federal power. Many laws that have been created by the federal government have been justified using this clause. The power to control commerce that the constitution gives the federal government and the Necessary and Proper Clause are often used in conjunction. This occurred during much of FDRs New Deal legislation and in making the transporting of certain items across state boundaries a federal

Thursday, July 25, 2019

Bookstores Visit Essay Example | Topics and Well Written Essays - 750 words

Bookstores Visit - Essay Example On the other side, looking at the best sellers, it also being evident that cultural elements specific to communities are being more acceptable to a global audience. Stories from Asia and Europe are being available and are being read as stories from the local context. Both the book stores had broad range of books. Another interesting observation was the standardization in the marketing strategies of the book stores. Both stores had similar best sellers. This suggest the ways in which media is able to reach out to people and influence people’s decision making process. In the context of globalization, it can be inferred that the market speculates the cultural choices that people make. The choice on what to read and what to perceive on reading is being largely influenced by the globalised market. Invariably both the bookstores have books portraying Asian symbols and culture in a sellable format. These depictions stay very close to the stereotypic images of orientalism. These books in terms of the ways in which they are marketed reinforce orientalism, though in an unrealistic sense. The reciprocal influence of the globalised economy forces the market to deliver according to the needs of the consumers and at the same time influences the consumers to consume what is marketed. This trend is evidently observable in this scenario. Both the book stores are offering books which reinforce the stereotypical images on Asian culture. Interestingly, this trend does not limit itself to a particular genre of books. Right from travel guides to fiction, books confirming certain cultural notions are readily available in both the stores. Interplay of liberalized open world marketing strategies and orientalism is observable in the kind of books that both the stores are selling. Being a classic, Kafka’s ‘On Parables’ was available in both the stores. The number of copies on the rack suggested that this

Wednesday, July 24, 2019

College Scholarship Essay Example | Topics and Well Written Essays - 500 words

College Scholarship - Essay Example For accommodation, each of us was assigned a room with a roommate when we were registering to join the program. In my case, my roommate was Asha, who came from a Muslim background. In my life, I had never ever interacted with Muslims since I had been raised in a staunch Christian home. I would hear of people saying that other religions had different ways of doing things, but I had no first-hand experience with then anyway. My experience with Asha was great though I came to learn and understand some beliefs that I can call ‘weird’ to me somehow. On the first day, since she was the only friend whom I had interacted with, I spent most of my evening with her. The first thing, which amazed me, was that she had to wash her feet before praying. Additionally, she had to recite a number of verses from the Quran (Henningfeld, 2010). With my curiosity, I asked her why she had to do, and she responded by telling me that their religion required them to do so. Further, she told me that they were supposed to pray at specific time where they had different prayer versions for different times of the day. This was totally opposite from what I practiced in Christianity. In my religion, one can pray at any time regardless of whether they are clean or dirty. My curiosity never ended there; Asha had a distinctive way of dressing. According to their religion, a woman is supposed to cover her hair all the time. Sometimes it could be extremely hot, and I would her why she could not remove some clothes. However, one thing, which I really liked with the Muslim community during the exchange program, is that they were very united in different activities. They dined together as they shared their daily experiences with other students from different states in the country. They also have a specific time of praying, unlike the Christian community which never united as some were protestants while others where Roman Catholics.

Tuesday, July 23, 2019

Learning to read and write Essay Example | Topics and Well Written Essays - 250 words

Learning to read and write - Essay Example When Douglas attained 12 years, he acquired a book, the Colombian Orator that gave him an insight about slavery. Within the book was a conversation between a slave and his master. The slave had made three futile attempts to escape but finally managed to negotiate his terms of slavery. Douglas quest for education spurred deep resentment against his masters and the whites. The more he read about slavery, the more he loathed the white people. He hated himself for being black and even worse hated how the whites treated him and fellow blacks. Douglas learnt about the abolishment campaign by citizens from the North but lacked the nerves to see it happen. Once when helping Irish whites unload a scow of stones, he learnt of the northerners’ piety for the black slaves in the south. His resentment peaked when he decided he needed to run away but later settled to stay since he was young. For him to earn a dignified life as any other free American, he needed to know how to read and write. He knew how to read but was not good at writing. Douglas made an effort to educate himself on how to write with the help of other white children (Frederick). I t was a long, painstaking journey for Douglas to learn how to read and

Continental Drift and Plate Tectonics Essay Example for Free

Continental Drift and Plate Tectonics Essay Introduction: The Beginning of the â€Å"Continental Drift Theory† In the middle of the eighteenth century, James Hutton proposed a theory, uniformitarianism; â€Å"the present is the key to the past†. It held that processes such as geologic forces- gradual and catastrophic-occurring in the present were the same that operated in the past. (Matt Rosenberg, 2004) This theory coincides with the theory of Continental Drift that was first proposed by Abraham Ortelius in December 1596, who suggested that North, South America, Africa and Eurasia were once connected but had been torn apart by earthquakes and floods. He also discovered that the coasts of the eastern part of South America and the western coasts of Africa fit together like a jigsaw puzzle and this fit becomes especially prominent as the edges of the continental shelves have similar shapes and thus, appear to be once fitted together. (Figure 1.1 and Figure 1.2) The similarity of southern continents’ geological formations had led Roberto Mantovani to speculate that all continents had once been a supercontinent and was smaller in its volume than it is now. Through volcanic activity, fissures are created in the crust causing this continent to break apart. However, this theory, known as the Expanding Earth Theory has since been proven incorrect. The Theory of Continental Drift In 1912, The Theory of Continental Drift was intensively developed by Alfred Wegener, who claimed that the world was made up of a single gigantic supercontinent named Pangea since the Permian period, 250 million years ago. It began forming at the beginning of the Carboniferous period, 365 million years ago, when Gondwana collided into Laurussia producing the Appalachian mountain belt in eastern North America and closing in Paleo-Tethys Ocean and modern landmass became exposed to air. Alexander Du Toit then suggested that 145-200 million years ago, in the middle Jurassic Period, Pangea started breaking up into two smaller supercontinents, Laurasia in the northern hemisphere and Gondwana in the southern hemisphere, with Tethys Sea and North Atlantic Ocean separating the two supercontinents. The late Jurassic era began the formation of the Rocky Mountains and Sierra Nevada mountains. In the Cretaceous Period, 65 million years ago, the two supercontinents then began fragmenting into the present seven continents. (USGS, 2012) The Tethys Sea that lay between the two landmasses was subducted beneath Eurasia, forming the lower Atlantic Ocean. Eventually, it disappeared. (Nelson Thomas, 2007) (Figure 2) Wegener proposed that continents were moving at about one yard per century and supported this theory with several points of evidence. Evidence supporting the Theory of Continental Drift (Alfred Wegener and Du Toit) Alfred Wegener matched up coastlines, and he realized that by fitting the continental shelves together, cratons formed a contiguous pattern across the boundary of South America and Africa. (Lois Van Wagner, 2013) He realized that mountain ranges that ended at one coastline seemed to begin again on another such as ancient mountains in South Africa that align with the mountains in near Buenos Aires in Argentina. (Sant, Joseph, 2012) He discovered earthworms of the family Megascolecina, who are unlikely to be long-distance migrators, were found in soils of all the Gondwanaland continents. (kangarooistan, 2009) This identical species could not have arisen on different continents without some variations. (WiseGeek, 2010) Fossil remains of a prehistoric reptile known as the Mesosaurus had been uncovered on both sides of the South Atlantic coasts, yet the creature was unable to swim across the Atlantic Ocean. ( Lois Van Wagner, 2013) Fossils of the land reptile, Lystrosaurus were discovered in South America, Africa and Antarctica. (Sant, Joseph, 2012). He also discovered the fossil plant Glossopteris was distributed throughout India, South America, Southern Africa, Australia and Antarctica. (USGS, 2012)(Figure 3) Alexander Du Toit traveled to Brazil and Argentina where he found similarities in the fossils and rock strata to those found in South Africa such as the fossilized remains of Mesosaurus in fresh water deposits, dune deposits capped by basalt flows, tillite and coal beds. Similar layers of rock were formed in Antarctica, Australia, South America, Africa and India. (Figure 4) Widespread distribution of Permo-Carboniferous glacial sediments in South America, Africa, Madagascar, Arabia, India, Antarctica and Australia and striations that indicated glacial flow away from the equator and towards the poles were discovered and supported the theory of Continental Drift which proposed that southern continents were once located over the South Pole region and covered by ice sheets. (Lois Van Wagner, 2013) (Figure 4) He also discovered a base layer of shale scratched by glaciers and covered by layers of tillite in South Africa, a continent of a tropical equatorial climate. Tillites and varves dating back to 2 billion years ago, were found in Canada and India, indicating glaciation on a worldwide scale. Such tillites were found on all major continents except Antarctica, which has been the most extensive glacial continent in earth’s history. (kangarooistan, 2009) Additionally, fossils of tropical plants in the form of coal deposits were found in Antarctica which implies that Antarctica had to be closer to the Equator. (USGS, 2012) This study of changes in climate taken on the scale of the entire history of Earth is known as paleoclimatology. Sediments of rifting have proved the drifting apart of Pangea. The rifting that formed the South Atlantic Ocean began late in the Mesozoic Period when Africa and South America began to pull apart. Water from the south then flowed in over time, thus forming the evaporites now found along the coastlines there. (Lois Van Wagner, 2013)(Figure 5) However, Wegener believed that only the continents were moving and they plowed through the rocks of the ocean basins. (Colliers Encyclopedia, 1996) Harold Jeffreys then argued that it is impossible for continents to break through solid rock without breaking apart. (USGS, 2012) Wegener also claimed that the centrifugal force of the spinning planet had forced the continents sideways, parallel to the equator; tidal pull from the sun and moon had caused lateral movement. (Sant, Joseph, 2012) His orders of magnitude were too weak. Thus, his theory was dismissed. (Lois Van Wagner, 2013) Further development and support of the â€Å"Continental Drift Theory† in the 1960s After World War 2, the U.S. Office of Naval Research intensified efforts in ocean-floor mapping, leading to the discovery of the Mid-Atlantic Ridge to be part of a continous system of mid-oceanic ridges on all ocean floors, prompting Harry H. Hess to suggest the theory of sea-floor spreading. The oldest fossils found in ocean sediments were only 180 million years old and little sediment were accumulated on the ocean floor. Thus, he suggested that seafloors were no more than a few hundred million years old, significantly younger than continental land due to hot magma rising from volcanically active mid-oceanic ridges, spreading sideways, cooling on the seafloor’s surface due to cooler temperatures of the sea, solidifying to create new seafloor, thereby pushing the tectonic plates apart. (Edmond A. Mathez, 2000) The realization that the shape of the Mid-Atlantic Ridge and the Atlantic Coast are strikingly similar substantiated the claim that the continents had been joined together at the Mid-Atlantic Ridge. (J. Tuzo Wilson, 1996) (Figure 6) The cause of the continental drift that Wegener was unable to explain had been further researched on by Arthur Holmes who claimed that the movement of continents was the result of convection currents driven by the thermal convection in the heat of the interior of the Earth, namely the mantle. The heat source of the mantle comes from radioactivity decay in the core. (Figure 7) At constructive plate boundaries, molten basalt flows out on either side of the ridge and cools with the iron particles in the basalt aligning with the earth’s magnetic field which reverses direction every few hundred thousand years. (Lois Van Wagner, 2013) Due to magma cooling, the polarity of rocks will be recorded at the time it was formed. (Figure 8.1) In 1950, researchers of paleomagnetism discovered that there were alternating regions of normal and reversed magnetic directions symmetrically disposed on both sides of the Mid-Atlantic Ridge –magnetic stripping. (J. Tuzo Wilson, 1996) Harry H. Hess’ theory was thus proven by the magnetic anomalies in the oceanic crust. (Nelson Thomas, 2007) (Figure 8.2) It was also discovered that the youngest rocks were closest to the mid-oceanic Ridge and the oldest rocks were near the coasts of the continents. When scientists began collecting magnetic data for North America and Europe, they discovered the north pole seemed to be moving about over time. (ALLA, 2009) However, when data from other continents was collected for the same time frames, it showed different polar locations, thus supporting that continents were moving about. The Theory of Plate Tectonics The theory of plate tectonics held that the Earth’s lithosphere, the Earth’s crust and the uppermost mantle, is broken into seven macro-plates and about twelve smaller ones, averaging 50 miles in width. (U.S. Dept. of the Interior, Geological Survey, 2007) Any plate may consist of both oceanic crust and continental crust. (Colliers Encyclopedia, 1996) (Figure 9) It suggests that the ocean floor began to spread at constructive plate boundaries, and continents, existing on â€Å"plates†, moved due to convection currents in the mantle and constant sea-floor spreading. (The Columbia Electronic Encyclopedia, 2011). They drag and move plates above them due to rising magma spreading out beneath the earth’s crust. As two oceanic plates move apart, magma from the underlying asthenosphere mantle wells up from oceanic ridges and becomes rigid enough to join the lithosphere of the plates on either side of the plate boundary, creating new seafloor and eventually, an oc ean is opened up. (J. Tuzo Wilson, 1996) (Figure 10) Examples are the Atlantic Ocean formed between South America and Africa. New rock is created by volcanism at mid-oceanic ridges and returned to the Earth’s mantle at oceanic trenches where the denser plate is subducted under the other, forcing the earth’s crust back into the mantle. (J. Tuzo Wilson, 1996) This process is known as the ridge push and slab-pull. (Figure 11) Different plate tectonics movement and subsequent tectonic activities Transform plate movement causing earthquakes: Seismic waves disrupting the continents in the form of earthquakes are due to the great amount of stress and energy built up by the friction of the moving plates, especially during transform plate movement, where plates slide past each other in a grinding, shearing manner and form tear faults (Columbia Electronic Encyclopedia, 2011). (Figure 12.1) There is gradual bending of rocks before the ductile limit of rocks is exceeded, causing the plates to lock and the fault to break, leading to sudden release of stored energy, causing earthquakes. (Nelson Thomas, 2007 ) An example is the strike-slip fault, San Andreas Fault in California. (Figure 12.2) (WiseGeek, 2010) Oceanic and Oceanic convergent plate movement: Other evidence of plate tectonics movement are most of the world’s active volcanoes located along or near the boundaries between shifting plates known as plate-boundary volcanoes. (J. Tuzo Wilson, 1996) When two oceanic plates collided, the denser plate will subduct under the other, forming a deep oceanic trench and form magma through hydration or decompression melting. The magma being less dense than the surrounding mantle, rises and escapes to the sea-floor through cracks in the earth’s crust, forming submarine volcanoes that rise above water to form a chain of volcanic islands known as island arcs, such as the Japan Islands. (Figure 13) Examples would be the Pacific Plate subducting underneath the North American Plate creating the Kuril Trench and the Japan Trench that can be found along the Pacific Ring of Fire. Many volcanoes such as Mount St. Helens, Mount Fuji in Japan and Mount Pinatubo in the Phillipines are located along the perimeter of the Pacific Ocean Basin where boundaries of several plates such as the Nazca and the Cocos Plate are found, forming the Ring of Fire. (Fraser Cain, 2009) (Figure 14) Volcanoes formed not due to tectonic activities: 5 per cent of the world’s volcanoes are formed at isolated â€Å"hot spots† and many intra-plate volcanoes form roughly linear chains along the middle of oceanic plates. (The Columbia Electronic Encyclopedia, 2011)Examples are the Yellowstone National park and Hawaiian Islands, an intra-plate volcanic chain developed by the Pacific plate passing over a deep, stationary â€Å"hot spot†, located 60 km beneath the present-day position of the Island of Hawaii. Heat from this hotspot produced a constant source of basaltic magma by partly melting the overriding Pacific Plate. This magma rises through the mantle to erupt onto the seafloor, forming an active seamount. Over time, countless eruptions caused the seamount to grow until it finally emerges above sea level to form island volcanoes. The continuing plate movement eventually carries the island volcano away from the hotspot, cutting it off from the â€Å"hot spot† and creating another island volcano. This cycle is repeated, forming the Hawaiian Islands. (U.S. Dept. of the Interior, Geological Survey, 2007) (Figure 15) Continental and Continental convergent plate movement: Continental fold mountain ranges are evidence of two continental plates that are thick and buoyant thus, preventing both plates from subducting. Instead, the two plates collide into each other forming fold mountain ranges in a process known as orogenesis. An example is the high elevation of the Tibetan plateau, fringed to the south by the Himalayas as the edges of the Indian and Eurasia plate buckle, uplift, fold and deform. Mt. Everest is the highest summit on Earth, yet Yellowband limestone that was originally part of the shallow seals of the Tethys Ocean was found on Mount Everest at a height of 8462m. (Figure 16) Oceanic and Continental convergent plate movement: Mountains are formed when oceanic crust is subducted under a continental crust, resulting in melting of rock, thus volcanic activity and causing the continental crust to deform, rise and buckle upwards under compressional forces. Examples are the Andes Mountain, the Chile-Peru Trench and the uplift of the Rockies and Appalachians in the past. (The Columbia Electronic Encyclopedia, 2007) The Table Mountains was formed approximately 250 million years ago, due to the Pacific plate subducting under the North American plate, (Mary Ann Resendes, 2012) thus creating the Sierra Nevada foothills, subsequently creating the Cape of Good Hope as the ocean erodes the soft sandstone of Table Mountains on the coast. (National Geographic, 1996) Other tectonic activities such as the Wadati-Benioff zones, that are earthquake zones parallel to oceanic trenches are also formed at such subduction zones and inclined from 40 to 60 degrees from the horizontal, extending several hundred kilometres into the mantle. (Figure 17) Continental and Continental divergent plate movement: When two continental crusts are pulled apart due to tensional forces, the area sinks and forms a rift valley and sea such as the East African Rift Valley and the Red Sea that runs from the Jordan Valley and into East Africa, already dotted with volcanoes such as Hermon. This is due to the area being stretched, causing the crustal material to thin, weaken and sink due to lowered density. (Figure 18) Isostasy Also, isostasy takes place wherever a large amount of weight such as the fold mountain ranges created from plate tectonics movements is formed or glaciers, pushes down the Earth’s crust and creates a small dent. Isostasy also takes place at divergent plate boundaries when a large amount of weight is removed from an area, causing that portion of the Earth’s crust to rise. Therefore, equilibrium in the earth’s crust is achieved such that forces elevating landmasses balances those tending to depress landmasses. (Learning Network, 1998) (Figure 19)

Monday, July 22, 2019

Special Education Needs Essay Example for Free

Special Education Needs Essay Ronald Gulliford and Graham Upton say that special educational needs (SEN) came in use as a result of dissatisfaction: The term special educational needs began to come into use in the late 1960s as a result of increasing dissatisfaction with the terminology used in the Handicapped Pupils and School Health Service Regulations (1945), which classified handicapped children into ten categories according to their main handicap. (Gulliford and Upton, 1992). The definition of SEN in the Education Act 1996 is: ‘a child has special educational needs. if he has a learning difficulty which a medical condition does not necessarily imply a ‘difficulty in learning’ or a ‘disability’ and therefore may not constitute a learning difficulty requiring special educational provision’. Tomko (1996) defined inclusion in education as ‘ the act of attending regular education classes, with the supports and services needed to successfully achieve the individual’s IEP goals, while actively participating in activities as a member of the class who belongs’. The writer believes inclusion is a desired state to be achieved, that may or may not occur by simple placement alone. It is an ongoing process. I believe that unless a child has sense of identity with the class, and unless he or she has the supports and services needed and is reaching his or her IEP goals then inclusion has not been achieved. 2. 0 AREA CHOSEN The writer is currently working at School X, a school in Malaysia and she finds that an element of provision that possesses a barrier to the learning and participation of some students in the school is teaching assistant. The barrier that is faced by School X in connection with teaching assistant to support SEN students is teaching assistant in School X do not clearly understand their roles and responsibilities. Thus, will they to be able to play their roles and responsibilities towards SEN students? Besides that, teaching assistant in school X do not have the necessary knowledge and skills in identifying and handling with Special Educational Needs students. Thus, will the teaching assistant(TA) be able to handle emergency cases involving SEN students or will the TA cause a worse situation which may lead to the SEN student being injured or harmed. The writer chose teaching assistant as an element of provision that possesses a barrier to support SEN and Inclusive education in her school because she personally feels that teaching assistant plays a vital role in dealing with students with SEND. Groom, B. and R. Rose supports the researcher’s statement that a teacher assistant (TA) plays an important role in supporting pupils with SEN: The role of the TA has undergone something of a transformation from the time when classroom assistants were seen as ‘an extra pair of hands’ in the classroom to the present day where they are perceived to have a more professional role. (Groom, B. and R. Rose, 2005) 3. 0 RESEARCH The writer carried out a few informal interviews with the school staff and among the barriers listed to support SEN students in school X, she finds the barrier of a teacher assistant an interesting aspect to research on. The writer was a teacher assistant in school X for a year and she is keen to know how as a teacher assistant she could have assisted SEN students. Based on the writer’s observation and interview with the school staff, the writer found out that in school X there is no full-time teacher assistant in all reception and primary grades. A school with SEN students requires at least one assistant teacher in all the reception and primary classrooms. The writer personally feels that it is essential for all the reception and primary level classrooms to have a full – time teacher assistant because it may affect a SEN student if there is a frequent change in the teacher assistant of a classroom. A SEN student may need to adapt to a new TA each time there is a change in the TA of the classroom and this may affect a SEN Child’s learning behaviour and attitude in classroom. Thus, the writer strongly believes that in order to support SEN students, a full time teacher assistant is important. The teachingexpertise (no date) claims that teacher assistant ‘are often required to work with learners who have special educational needs, either individually or in small groups, and are used to help interpret the class material and ensure students stay focused during teaching sessions’ (teachingexpertise, no date). Thus, if there are no full-time TA in school X, then how is it possible for SEN students to have one to one assistants. Besides that, based on a few informal interviews with teacher assistant in school X, the researcher identified that teacher assistant in school X does not clearly understand their roles and responsibilities towards SEN students. Thus, how are the TA in school X able to support SEN students when they are not briefed and explained on their duties and responsibilities? TA in school X also does not know how to identify and assess students with SEN, including gifted, talented and slow learners. The writer questioned a few TA whether if there were able to exactly proof and identify a SEN student with no assumptions and the writer received a negative response for her question. TA’s in school X do not have the necessary knowledge and skills in handling with Special Educational Needs and Disability student. The TA’s in the school are neither receiving any special educational needs training so that they can augment the classroom teacher in inclusive education. In addition, TA’s are not provided with institutional support to become more effective in practising inclusive education. According to Adults Supporting Pupils with SEN, teacher assistant will have some typical duties: †¢ Maintaining an up to date file on individual pupil(s) †¢ In high schools, ensuring that individual education plans (IEP’s) are circulated/brought to the attention of subject/form tutors †¢ Contributing to group/individual education plans from knowledge of the child’s/young person’s progress †¢ Helping to gain the child’s/young person’s view of the IEP †¢ Collating relevant information from any other assistants who work with that pupil †¢ Contributing to the Annual Review process. †¢ Attending the Annual Review meeting †¢ Involvement in target setting for the pupil in line with the aims of the IEP. (Adults Supporting Pupils with SEN, 2004) TA’s in school X are not provided with any policy on their duties and responsibilities in supporting SEN students. Thus after much research, the writer feels that school X should have a policy on TA’s role in Supporting SEN and Disability. 4. 0 CONCLUSION School X provides the teacher trainees with continuous professional developments (CPD’s) training once a week. The topic discussed during CPD’s are usually on how to make a more effective IB environment classroom, teaching strategies and approaches and International Baccalaureate (IB) related topics. According to teaching expertise, ‘CPD is strategically focused and integrated with performance management and school improvement, to raise standards of teaching and learning’. Thus, it would be better if SEN and Inclusion is discussed during CPD’s, so that teacher assistant can become more effective in practising inclusive education. Besides that, TA’s should be equipped with the knowledge and skills in handling with Special Educational Needs and Disability students. A TA should be provided with sufficient guidance on how to identify students with SEND, including gifted, talented and slow learners. School X should take full responsibility of providing TA’s employed with sufficient knowledge on SEN and Inclusion before placing them in a classroom. School X should also employ full time teacher assistant not only for the creche and reception but also for the primary grades in order to support SEN students. The writer believes that if School X was to look into the aspect of teacher assistant and provides the entire teacher assistant with the training on SEN and Inclusion, TA would not be a barrier to the learning and participant of SEN students in the school. PART 2 TITLE Part 2 – Critical Reflection A critical reflection on the barrier(s) to learning and provision identified in Part 1. This should explore the strengths and weaknesses of a particular aspect of provision and an analysis of its implications for practice both at institutional and individual levels. This will be informed by literature (research, legislation, policy documentation) and your own evidence. 1. 0 INTRODUCTION The Special Educational Needs Code of Practice (2001) published by the Department for Education states that ‘children have special educational needs if they have a learning difficulty which calls for special educational needs provision to be made for them’. The writer strongly supports the statement as she personally feels a child should not be labeled as a Special Educational Need (SEN) student if he or she does not have a learning difficulty which a SEN term needs to be named for them. Teacher assistants (TA) are supporters of a class teacher or homeroom teacher who ‘works under a teacher’s supervision to give students additional attention and instruction’ (BLS, 2012). A TA plays several roles in an institution: †¢ Provide extra assistance to students with special needs, such as non-English-speaking students or those with physical and mental disabilities. †¢ Supervise students in classrooms, halls, cafeterias, school yards, and gymnasiums, or on field trips. †¢ Tutor and assist children individually or in small groups to help them master assignments and to reinforce learning concepts presented by teachers. †¢ Enforce administration policies and rules governing students. †¢ Discuss assigned duties with classroom teachers to coordinate instructional efforts. †¢ Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. †¢ Observe students performance, and record relevant data to assess progress. †¢ Present subject matter to students under the direction and guidance of teachers, using lectures, discussions, or supervised role-playing methods. †¢ Prepare lesson materials, bulletin board displays, exhibits, equipment, and demonstrations. †¢ Organize and supervise games and other recreational activities to promote physical, mental, and social development (BLS, 2012) The writer agrees to the tasks of a teacher assistant as stated in (BLS, 2012), teacher assistant should be able to provide support and help to a student who is categorized as SEN. Thus, a school with SEN students will need teacher assistant in order to support the classroom teacher and the student. The writer is currently teaching Visual Arts for Grade 1 students and on her free periods she assists and observes Reception students at School X, a school in Malaysia. Based on the writer’s observation throughout her experience working in School X, she finds teaching assistant as an element of provision that possesses a barrier to the learning and participation of some students Teaching assistant is a barrier in school X because there are lack of teaching assistant to support SEN students. Teaching assistant who are present in school does not clearly understand the roles and responsibilities that they play for the school, teachers and students. Thus, teaching assistant in school X is unable to play their roles towards SEN students. In addition, teaching assistant in school X does not have the necessary skills and knowledge in identifying and handling SEN students. Thus, how are they going to be able to identify or classify a student as SEN student, gifted or talented student? A wrong assumption on a student can lead to a great impact on his education. The writer chose teaching assistant as the barrier lacking in school X to support SEN students because she is very much keen to know how she as a teaching assistant can support and assist SEN students. 2. 0 STRENGTHS OF HAVING TEACHER ASSISTANT IN SUPPORTING SEN LEARNERS The writer was a TA in school X for more than a year and based on her observation her beliefs that there are several strengths in having a teaching assistant to support SEN learners. First of all, a TA would be a great aid in one to one guidance for SEN learners. A homeroom teacher will not be able to handle a classroom with SEN students all alone without support from additional staff. A TA plays the role to help the homeroom teacher in handling a group of students in the classroom while the homeroom teacher will handle the rest of the students. SEN learners seek for a person whom they are comfortable with or could rely on to request or say a thing. A teacher will not remain in classroom for the whole schooling hours. An average of three to five teachers would enter a classroom per day. Thus, A TA will be the person that a SEN student would look forward for any help or assistance as a TA usually will spend more schooling hours with students compared to any teachers. Besides that, a teacher needs to have a detail observation of the steps or moves taken by a SEN student as every of their movement is meaningful. It is impossible for a teacher to observe and record all the SEN learners’ progress by themselves. Thus, A TA will be needed to support the teacher and also observe students. A TA observation will provide a teacher with additional feedback on a SEN student progress. It would seem to follow from reports of teachers that assigning support staff to particular pupils, usually those with problems of learning, behaviour or attention, would give the pupils more individual attention and help them develop confidence and motivation in their work, good working habits and the willingness to finish off tasks (Blatchford et al., 2009a). It is a sensible solution to have a teacher assistant in supporting SEN learners as the teacher can then attend to the rest of the class without interruption. This is a productive arrangement for teachers and seems also to be having a positive effect in terms of pupil engagement, classroom control, and measures of confidence, motivation, independence, and good relationships with other pupils (Blatchford et al. , 2009a). 3. 0 WEAKNESSES OF HAVING TEACHER ASSISTANT IN SUPPORTING SEN LEARNERS The writer belief’s that having a TA in the classroom does have its weaknesses too. The writer’s belief is supported by TeachingTimes (No Date) where it states that a new report from the Institute of Education proofed those students from primary and secondary level whom receives supports from teaching assistant, show less progress than a student of the similar ability. Finn, Gerber, Farber, and Achilles (2000), on the basis of data from the often –cited Tennessee STAR project, found that there was no compensatory effect of having extra staff in larger (‘regular’) classes, a result similar to that of Reynolds and Muijs (2003). Klassen (2001) found that students with SEN who were assigned additional support for literacy made less progress than their unsupported peers. Giangreco et al. , in a series of publications, have argued that overreliance on one-to-one paraprofessional supports leads to a wide range of detrimental effects on pupils (e. g. , Giangreco et al. , 2005) Schlapp et al. (2003) identify the benefits of classroom assistants more in terms of the range of learning experiences provided and effects on pupil motivation, confidence and self esteem, and found less effect on pupil progress. On the other hand there is a well established concern that TAs can encourage dependency, e. g. , because they prioritise outcomes of activities rather than encouraging pupils to think for themselves (Moyles and Sushitsky, 1997). There are also concerns that support staff can have negative effects on pupils’ learning identity, e. g. , in terms of interference with ownership and responsibility, separation from classmates (Giangreco et al. , 1997).  ofsted (2004) suggest that TAs may be less likely to stress understanding and skills and ‘This was common reason why a significant number of pupils with SEN made too little progress, despite good teaching to the majority of the class (2004, p16). 4. 0 IMPLICATION OF HAVING TEACHING ASSISTANT AT INSTITUTIONAL LEVEL A TA does not only guide and assist SEN students in classroom or a teacher in reducing her workload, a TA also needs to play his or her roles and responsibilities towards the school. There are many tasks that a TA can play in an institute in order to aid the school staffs and support the development of the school. On the other hand, the school should also clearly understand the roles and responsibilities that a TA can play in the school and not overload them with additional task where it results in a TA being unable to accomplish his or her task as a teaching assistant in the classroom. One of the tasks that a TA can do at institutional level is to help the school staffs in decorating and creating an environment in connection to an upcoming event or festival. The writer as a TA has supported the school by decorating the school for festival such as Chinese New Year and Deepavali. The writer has also decorated the school for an environment of Celebration of Learning (COL). COL in school X means a celebration where its students oriented as parents are invited to view and observe students work and progress. The writer has decorated the school for exhibition purposes too where parents and invited guest are welcomed to the school. Besides that, the writer as a TA has helped the school in making events a successful one. The writer has come to school after working hours for special occasions in order to ensure the task allocated to her is completed. Duties which she has done as a school staff in school X are gate duty and ushering parents to specified allocations on Parent’s Day. 5. 0 IMPLICATION OF HAVING TEACHING ASSISTANT AT INDIVIDUAL LEVEL The impact of having a teacher assistant at individual level is countless. There are good and bad of having a teacher assistant to support SEN learners. The good impact of having a teacher assistant at individual level is a SEN learner will be able to receive one to one attention and guidance from teaching assistant. Thus, an individual will be able to progress at a faster rate and catch up to the pace of rest of the students in the classroom in a shorter period. The writer was assisting for a year in Grade 1 and based on her personal observation and some research, she and her homeroom teacher identified a SEN learner in the classroom. They did not label the child or exclude the child from participating in several activities conducted in the classroom as they did not want to classify the child into any terms. The writer and the homeroom teacher believed that if they were to provide the child with additional guidance and support, they child would surely show progress and improvement. Additional guidance and support was provided by the writer as the homeroom teacher handled the rest of the students. The writer assisted the student by breaking down task given by the teachers into smaller instruction and instructing the child using a simple terms including more of body language for the student to understand the instruction. The writer and the homeroom teacher succeeded in their hard work of making the student to progress as towards the end of the term, the child showed improvement in communication skills and writing skills. On the other hand, a teaching assistant can be harmful to a SEN learner if there are not filled with the essential knowledge and skills in identifying, assisting and guiding a SEN learner. Thus, to place a teaching assistant with insufficient knowledge on SEN would affect the academic progress and development of a SEN learner. 6. 0 CONCLUSION. In a nutshell, teaching assistant has many roles and responsibilities to be played not only at individual level but also at institutional level. A teaching assistant should clearly understand their roles and responsibilities before playing their roles as a misunderstanding in their task would create a great impact to the school and also students. The writer feels that in supporting and assisting SEN learners, a teaching assistant’s main aim is to assist the SEN learner with the objective and aim of showing and proving a progressive development of a SEN learner and not focusing on the completion of task. The writer as an individual who has experienced being a teaching assistant personally and strongly beliefs that a TA should not be misused and given additional task which results in TA being unable to fully do his or her roles and responsibilities towards the students. A TA’s main focus should be towards assisting students and not school work. The writer beliefs that if a TA is provided with all the necessary knowledge and skills n identifying SEN learners, a TA would be a great help in supporting, assisting and guiding SEN students towards the right path. BIBILIOGRAPHY A ND REFERENCING. Adults Supporting Pupils with SEN, (2004) The role of the Assistant, Available at: http://www. wakefield. gov. uk/NR/rdonlyres/D391ED9E-2BE4-4CC5-829F-953C07157DFB/0/Adults_Supporting, (accessed: 03/10/2012) Blatchford, P. , Bassett, P. , Brown, P. , et al. (2009a) The impact of support staff in schools, Deployment and Impact of Support Staff (DISS) Project. (Strand 2 Wave 2), DCSF Research Report 148 (London, Department for Children, Schools and Families), Available at: http://www. ioe. ac. uk/DISS_Strand_2_Wave_2_Report. pdf, (accessed: 29/10/12) Bureau of Labor Statistics, U. S. Department of Labor, (2012) Occupational Outlook Handbook, 2012-13 Edition, Teacher Assistants, Available at: http://www. bls. gov/ooh/education-training-and-library/teacher-assistants. htm, (accessed: 29/10/12) Department for Education and Skills, (2001) Special Educational Needs: Code of Practice, DfES0581, London: DfES Publications, Available at: https://www. education. gov. uk/publications/standard/publicationDetail/Page1/DfES%200581%202001#downloadableparts, (accessed 29/10/12) Education Act 1996, Chapter 56, (1996) London: HMSO, Available at: http://planipolis. iiep. unesco. org/upload/Malaysia/Malaysia_Education_Act_1996. pdf, (accessed: 03/10/2012) Finn,J. D. , Gerber, S. B. , Farber, S. L. Achilles, C. M. (2000) Teacher aides: an alternative to small classes? in: M. C. Wang J. D. Finn (Eds) How small classes help teachers do their best (Philadelphia, PA, Temple University Center for Research in Human Development), Available at:: http://psycnet. apa. org/journals/edu/97/3/454/, (accessed: 30/10/2012) Giangreco, M. F. , Edelman, S. , Luiselli, T. E. MacFarland, S. Z. C. (1997) Helping or hovering? Effects of instructional assistant proximity on students with disabilities, Exceptional Children, 64, pp. 7-18, Available at: maureenmcquiggan. com/files/Helping_or_Hovering. pdf, (accessed: 30/10/2012) Giangreco, M. F. , Yuan, S. , Mackenzie, B. , Cameron, B. Fialka, J. (2005) ‘Be careful want you wish for ’ Five reasons to be concerned about the assignment of individual paraprofessionals, Exceptional Children, 37(5), pp 28-34, Available at: http://www. uvm. edu/~cdci/parasupport/reviews/giangreco37-5. pdf, (accessed: 30/10/2012) Groom, B. and R. Rose, (2005), ‘Supporting the inclusion of pupils with social, emotional and behavioural difficulties in the primary school: the role of teaching assistants’, in Journal of Research in Special Educational Needs, 5, (1) pp. 20–30, Available at: http://onlinelibrary. wiley. com/doi/10. 1111/j. 1471-3802. 2005. 00035. x/full, (accessed: 03/10/2012) Gulliford, R. G. Upton, (ed. ) (1992) Special Educational Needs, London: Routledge, Available at: http://books. google. com. my/books? id=InjfpvVYbSECpg=PA218lpg=PP1ots=OrRgxw8lBddq=special+educational+needs, (accessed: 03/10/2012) Klassen, R. (2001). After the statement: Reading progress made by secondary students with specific literacy difficulty provision, Educational Psychology in Practice, 17(2), pp121 – 133, Available at: http://www. schoolsupportstaff. net/publications/otherpubs/aera_paper. pdf , (accessed: 30/10/2012) Moyles, J. Suschitzky, W. (1997) The employment and deployment of classroom support staff: head teachers’ perspectives, Research in Education, 58, pp21-34, Available at: http://www. uwl. ac. uk/files/instil/SoTL%20Abstracts%202010. pdf, (accessed: 30/10/2012) Office for Standards in Education (2004) Remodelling the school workforce: Phase 1 (London, Office for Standards in Education), Available at: www. ofsted. gov. uk/resources/remodelling-school-workforce-phase-, (accessed: 30/10/2012) Reynolds, D. Muijs, D. (2003) The Effectiveness of the use of learning support assistants in improving the mathematics achievement of low achieving pupils in primary school, Educational Research, 45(3), pp219-230, Available at:: http://www. fisme. science. uu. nl/staff/christianb/downloads/p1-11759185. pdf, (accessed: 30/10/2012) Schlapp, U. , Davidson, J. Wilson, V. (2003) An ‘extra pair of hands’?! managing classroom assistants in Scottish primary schools, Educational Management and Administration, 31(2), pp189-205, Available at: www. edupa. uva. es/schemesofwork/research/themes/teaching_assistants/WedFeb181416312004/wordfile. doc, (accessed: 30/10/2012) Teachingexpertise, (no date) An introduction to CPD, Available at: http://www. teachingexpertise. com/articles/cpd-teaching-profession_252, (accessed: 03/10/2012) Teachingexpertise, (no date) Meeting the needs of SEN students, Available at: http://www. teachingexpertise. com/articles/meeting-the-needs-of-sen-students-1907, (accessed: 03/10/2012) TeachingTimes, (no date) Pupils Using Teaching Assistants Make Less Progress, Available at: http://www. teachingtimes. com/articles/teaching-assistants-less-progress. htm,

Sunday, July 21, 2019

Aeschyluss Oresteia: Summary and Analysis

Aeschyluss Oresteia: Summary and Analysis Aeschyluss Oresteia touched a chord within Francis Bacon both in its themes of parental violence and pursuit by the Eumenides and in the way Aeschyluss poetry communicated in a subconscious emotional level.Analyzing three triptychs, a closer examination is made between the works. Francis Bacon paints images communicating his feelings and emotions but which transcend his own personal experience and convey the tensions and violent emotions of the twentieth century, and possibly beyond their creative timeframe to become universally pertinent and timeless for all mankind.In reading Aeschyluss Oresteia, the poetry touched a chord within him such that he was to use motifs from the trilogy in a number of his works but also it pointed the way for him to engender strong emotions through his paintings without employing narrative.Additionally the fate driven outcomes of the plays relate to Bacons painting practice of utilising accident in developing his paintings.The initial appeal of Aeschylus was most likely rooted in this bloody story of parental violence, revenge and exile from the home and the ongoing pursuit by the Eumenides. The extensive records of Bacons conversations will be used to prove that Aeschylus was an influence and it will be seen how Bacon translates the cathartic experience of tragedy into the medium of paint.After a brief examination of the influence of his childhood, we will look at the general influence of Aeschylus on his work before analysing three triptychs based on The Oresteia.To show the relationship between these paintings, Aeschylus Oresteia and Bacon, an in depth analysis of Three Studies for Figures at the Base of a Crucifixion (1944) will be made, following this up by examining the Second Version of Triptych 1944 (1988) and Triptych Inspired by the Oresteia of Aeschylus (1981). In conclusion Aeschyluss influence will be confirmed and Bacons status of an painter of epic emotions and universal relevance will be raised. It is difficult to say with any certainty how much Bacon was influenced by his interest in literature because he so often contradicts himself that one can never be quite sure what he really means. Most of the time when one talks about painting, one says nothing interesting.Its always rather superficial.What can one say? Archimbaud (1993) p171 Despite this comment, he was a most vociferous painter.One only has to read David Sylvester and Michael Peppiatt to find many instances of contradictory views.For example his desire to avoid narrative painting is frequently stated on record, yet when talking with David Sylvester, Bacon says: I dont want to avoid telling a story but I want very, very much to do the thing that Valery (the French poet) said to give sensation without the boredom of conveyance. Sylvester (1980) p 65 Bacon used interviews skilfully to manage how his work was perceived and interpreted, sometimes being open and clear and at others intentionally misleading or at least spreading an air of mystery about his images and sources.The interviews with David Sylvester are a mine of information about his work and in them he acknowledges his profound debt to literature specifically Aeschylus and Eliot. Additionally he could list for Michael Leiris, cited in Gale (2008), p23, what books informed Triptych 1976.And Michael Peppiatt recorded that Bacon admitted that literature had more effect on his paintings than anything else. Bacons primary aim was to convey strong feelings and emotions: the shock of violence, fear of the threat and rumblings of fate. He wanted to communicate up onto the nervous system using subconscious feelings and raw emotion rather than tell or show directly.This is just what he got from Aeschylus and T. S. Eliot.The Wasteland is not a narrative poem; it evokes feelings and, The Oresteia of Aeschylus . . . its epic nature and hyperbolic language and imagery make it into something more universal . . . its inherent emotional violence. Gale (2008) p21 And Bacon was a man steeped in violence.Francis Bacons father, Edward, was a hardened war veteran with an innate belief in physical courage and toughness.He brought his children up under a tough military regime and had little time or affection for his son.Being an asthmatic, allergic to dogs and horses didnt prevent his father from forcing him to ride to hounds and is reputed to have had him beaten by the grooms in the stable for no reason other than to make a man of him.These grooms were also those with whom he had sex after he was expelled from public school for his relationships with other boys.This fusion between sex and violence is probably what forged his sadomasochistic instincts.Finally, his father discovered him dressed in his mothers underwear and expelled him from the family home to which he was never to return.The paternal violence and the experiences of being cast out could have been linked to why The Oresteia struck such a chord with him.The tormented personal history, is subconsciously awoken by the poetry of Aeschylus, Eliot and others, particularly Shakespeare, and is expressed by Bacon in the violence of all his works.And it is Bacons intention that these paintings communicate this violence of his life and sources to the viewer through feeling rather than narrative.As Andrew Brighton writes, Bacons stories of his traumatic childhood and early sex life may have been told for their own sake honest and cathartic revelations and fibs but they give us one of Bacons pretexts.By word of mouth and in published sources, his account of himself increasingly accompanied him and his work.They lent authenticity to his art and its rhetoric of despair.They tell us something both of how he wanted others to understand his history and how he understood it himself.These understandings became sources for his paintings; they are in a sense part of the literature on which his work drew. Brighton (2001) p17 Whilst in this essay the focus is on Bacon and Aeschylus, Bacons literary influences extended to T. S. Eliot (The Family Reunion amodern reworking of The Oresteia), W. B. Yeats, Frederico Garcia Lorca, Ezra Pound, William Shakespeare (Hamlet being another reworking of The Oresteia motif) Webster, Conrad and Freke Brut, Satre (Les Mouches yet another reworking of the Oresteia) and on to Sigmund Freuds writings and theories which were very in vogue at the time. The common thread in many of these writers is tragedy.Aristotle commented that the purpose of tragedy was to purge by pity and terror.This cathartic theatrical experience, which can be related to Freudian theory, could well be a further aspect of the plays that attracted Bacon to the tragedies and that dramatic effect what he wanted to achieve through his painting, reworking the themes and motifs in a very different medium. Bacon referred to these paintings as sketches for the Eumenides, the ancient pursuers of revenge for familial murder.Bacons source for these creatures was The Oresteia, a trilogy by Aeschylus. (see Appendix A for a prà ©cis of The Oresteia) What might the Eumenides mean to man, particularly Francis Bacon, well read in Freudian theory?Could they represent the super ego, Freuds internal parent which governs our excesses?Bacons father as discussed was a brutal, disciplined man with very different value to Francis whose super ego would have been the internalisation of his parents value system.Are they subconscious feelings such as guilt or even pressure to conform to social mores of the time?Bacon viewed his homosexuality as a defect when society viewed it with such abhorrence that it was still a criminal act until 1968. Whilst these deductions have evidence to support them, what is more overwhelmingly true of Bacon is that he absorbed the feelings that poetry aroused in a subconscious, non verbal manner. When he painted he used these feelings as sources of inspiration thus painting from deep within himself where his life experience and the poetry synthesised to create paintings raw with human experience. It is notable that Three Studies for Figures at the Base of a Crucifixion, 1944, the turning point of his career, is an expression of his own demons.The whole painting conveys a savage inhuman terror, wrought with pain.The Eumenides are avengers of familial murder so it is pertinent that Bacon chose them instead of the traditional saints as his figures at the base of the crucifixion, symbolising the sacrificial murder of Jesus Christ by His Father and could be a subconscious expression of his feelings about his fathers abuse of him when a child but from the outset showing his sensitivity to mans inhumanity to man. I know for religious people, for Christians, the crucifixion has a totally different significance.But as a non-believer, it was just an act of Mans behaviour, a way of behaving to another. Although many state that the painting was completed in two days, Three Studies for Figures at the Base of a Crucifixion, dated 1944 was developed over a number of the preceding war years and many interpreted the triptych as Bacons reaction to the horrors of war.But Bacon tended not to depict mankind in general, such as Picasso did in Guernica, but often painted single figures which communicated with the individual in each of us to share universal truths and personal feelings. In Greek and Roman mythology there are overlapping similarities between the Eumenides known as the Erinyes (the angry ones) before their transformation to the Eumenides (the kindly ones), the Furies and the Gorgons.In ancient myths these creatures have heads wreathed in snakes, eyes dripping with blood, the body of a dog and bird or bat wings.In The Family Reunion, the play by T. S. Eliot in which he reworked the motifs of The Oresteia,Harry, the protagonist, describes them as sleepless hunters that will not let me sleep a phrase which engenders the unremitting hounding they represent.Eliots The Family Reunion was Bacons introduction to Aeschyluss Oresteia, the play that was to provide inspirational source material for many of his paintings.The Oresteia is a play steeped in multiple murders, revenge and retribution where the Erinyes/Eumenides pursue Orestes after he murdered his mother Clytemnestra and her lover Aegisthus in revenge for his mothers murder of her husband Agamemnon and his mistress Cassandra in revenge for his sacrifice of his daughter Iphigenia.These merciless creatures with an unassuageable thirst for mindless retribution of familial murder were the subjects of Three Studies for Figures at the Base of a Crucifixion.Bacon stated that they were influenced by Picassos biomorphs and when he wanted to further explore the organic form that relates to the human image but is a complete distortion of it, Sylvester (1980) p8, the Eumenides would have provided an ideal opportunity. The development of the biomorphic figures in Three Figures at the Base of a Crucifixion can be seen in earlier Bacon paintings: Man in Cap (1943); Figure Getting out of a Car (1943) and Man Standing (1941-2) and in subsequent paintings of that era:Figure Study I (1946) and Figure Study II (1946) which show reworking but with clothing and everyday props such as plants and flowers. These placements of the figures, with everyday objects that enter into our personal world, make them all the more threatening.From these beginnings, the Eumenides would become a recurring icon that Bacon would revisit many times until his Second Version of Triptych 1944. Bacon said that he chose the triptych because he couldnt paint everything he needed to on one canvas. Ive never been able to make the one image that sums up all the others.So one image against the other seems to be able to say the thing more. Sylvester (1980) p22 However, it is also interesting to note that crucifixions traditionally adopt the triptych format.The three figures stand in for the saints traditionally depicted at the base of the cross or even for Christ himself and the two thieves crucified with him. Additionally, The Oresteia is three plays and there are three Furies so the number three is woven throughout this work. The cadmium orange background, another element of this triptych that he would reuse throughout his career has been interpreted as a metaphor for violence but the evidence for this isnt clear.Nevertheless the grating burnt orange used in these painting demands the viewers attention and is unsettling.In this painting, the paint is applied more thinly than in later years and the Eumenides are contained within their distinct biomorphic forms.At this stage of his life and career he may have needed to contain the figures symbolically controlling his own psychological demons. In later paintings, where he is a more experienced and established painter, he allowed himself to work more freely and allow accident to play its part. In the Oresteia, the Eumenides are black but Bacon paints them white and grey like classical Greek statues, the shades of stone reminding us of the Gorgons. In the left hand painting an armless, legless or kneeling female with her head hung in despair or supplication appears to be more of a victim than an instrument of vengeance. Hugh Davies viewed her as a mourner at the cross. whilst Michael Peppiatt as Clytemnestra brooding like a hen over her sorrow Peppiatt (2007) p112. The central figure, blinded by a cloth draped over her eyes, is sourced from the blindfolded Christ in Grunewalds Mocking of Christ with the cloth being a metaphor for the blind pursuit of retribution by the Eumenides. The right hand biomorph looks like a penis with a savage biting mouth. Taking a psychological interpretation, this can be viewed as the Eumenides representing Bacons own guilt about his sado-masochism and homosexuality. Aeschyluss phrase the reek of human blood smiles out at me touched a nerve with Bacon and his paintings of mouths in this and other paintings is him expressing it though his own medium. In visual terms, a major visual source for this mouth was a still of the Nurses scream in the film Battleship Potemkin (1952) by Sergai Eisenstein. Bacon originally intended this painting as a study for a further, mush larger crucifixion painting but this intention was never fulfilled. Nevertheless, many characteristics of this painting would be reused: the cadmium orange background; the triptych format; the gaping scream and the biomorphic Eumenides. In 1988 he painted Second Version of Triptych 1944 which became his last painting of the Eumenides. It is over twice the size of the 1944 version and the harsh orange was replaced by saturated blood red backgrounds in the outer paintings and a carpet of blood red running down the central one. This is the blood red carpet that Clytemnestra lays down for Agamemnon as her ironic greeting welcomes him home to his death.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Spread tapestries in his way. Let the great king   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Walk a crimson pathway to the home   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  He never hoped to see. A crimson path! His just reward; now justice shall be done. Step down, my lord. The rest will follow. I shall not rest Till the gods grant what you have earned. The bloody yet regal colouring, the grander scale, the more refined technique and the compositional symmetry afford this painting a more majestic formality. The backgrounds are simpler and flatter and the figures smaller making the feeling of the later version less claustrophobic and despite being diffused in blood, it has less of the horror of the 1944 triptych. The Eumenides return as Martin Harrison remarked, as a sign of Bacons own fury and despair. Martin Harrison, in Rachel Tant in Gale Stephens (2008) p234 In the left hand panel the figure is less substantial and the chair more so, giving the figure an unearthly characteristic. This Eumenides has more distinct wings and is less frightening than her predecessor. She is more of an onlooker, a creature of despair perhaps even Bacons mother? The central figure has an egg-like form and looks out at the viewer with a grimace of pain. Perhaps Bacon the child? One of the stands legs looks like a scythe, the grim reaper on the red carpet on which Agamemnon was murdered. Here we have birth and death in the same painting. The right had biomorph is more like a human body squatting on a table ready to pounce. Perhaps his father? The Second Version of Triptych 1944 is a grander more refined, more mature painting than the original 1944 triptych but the raw pain is diluted suggesting a man more in control of his own demons and calmer in his advancing years. The Triptych Inspired by the Oresteia of Aeschylus, 1981 shows sparse modern room settings which relate the theme of these pictures to the present day. The epic sensations of the Oresteia: fear, revenge, power, envy, desire, guilt, family infighting, are just as relevant today, in fact they are timeless. Although each panel is set in a room, the figures are supported or contained by a framework of lines, a common Bacon technique. Frank Laukotters (2006, p184) view was that these shifting spatial perspectives indicate the vagaries of fate. On the side panels these lines lead into a doorway leading into a dark abyss, whereas in the central panel they form a plinth and a structure symbolising a throne on the blood red carpet. This bloodied carpet will be revisited by Bacon in his later triptych, Second Version of Triptych 1944, of the Eumenides. The Oresteia is a violent and murderous play with constant references to blood:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Death and grief forever   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Blood of a people lost. Agamemnon, Lines 715-716 Blood calls for Blood   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Libation Bearers, Line 77   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The Gorgon waits, Living and dead are watching, Waiting to see The killer killed, Blood spilled for Blood. Libation Bearers, Lines 832-837 Step in blood, On thrones of blood, Blood-smeared from head to toe. Eumenides, Lines 163-165 Bacon wrote to Michael Leiris in 1976 that he was working on a large triptych in which the accidents were based on the Oresteia. I could not paint Agamemnon, Clytemnestra of Cassandra as that would have been merely another type of historical painting. . . Therefore, I tried to create an image of the effect it produced inside of me. Francis Bacon in Gale Stephens (2008) p216 Christopher Collard, in the introduction to his translation of the Oresteia, says that a detailed knowledge of the Oresteia is necessary in unravelling the depth of meaning in this triptych. Whilst this obviously helps with a concrete analysis and may also contribute to a subconscious understanding, in Bacons own terms, it is not an absolute necessity for the communication of the feelings of loneliness, violence and despair that he aims to convey up onto the nervous system. The central panel is the first to command the viewers attention. A contorted figure, with a grotesque, elongated neck and exposed vertebrae is bent down so that the head lies against a bowl of dark genitalia. This decomposing figure symbolises decaying power, defeat and death and arouses our pity as it struggles onto a raised platform. Here is a figure eaten away by inner conflict; consumed and gnawed by guilt. The blood red carpet suggests that the figure is Agamemnon but it could equally be Orestes and in the linked paintings, the Eumenides appear as they do in the Oresteia after the murder of Clytemnestra. On the left hand panel, a winged Eumenides with legs is flying over the door where matricide has taken place, into the framed space in front of it, already in pursuit of Orestes. Under the door, from the black abyss symbolising the never ending pain of sin, flows a rivulet of the victims blood. It seems most likely that this rapacious mutant, often blood-smeared and as if about to pounce on its prey, represented a deeply uneasy conscience. . . When Bacon remarked the Furies often visit me,he was alluding to what he considered the most insidious punishment of all: guilt, which he believed stalked modern post-Freudian man as the Erinyes pursued the Greeks. Peppiatt (2008)p 334 This painting shows a particularly good example of the operation and control of accident in his technique. Out of the face of the left hand Eumenides, is a congealed streak of blood where Bacon has squeezed paint directly out of the tube and then controlled the tail with a light brushstroke. As Andrew Durham says, Chance is exploited but the result is far from arbitrary: the creative and the critical become a single act. Ades Forge(1985) p 233 In the right-hand panel, a headless male, probably Orestes is being burrowed in to by a Eumenides, visually linked to the left hand one by the similar legs. In this way, the murder of the left hand panel is linked to the retribution in the right. Orestes seems to be cleft in half by the door signifying the tragic curse that tore the House of Atreus apart and the cycle of murders that forces him into exile. The feeling engendered in Bacon by this aspect of the Oresteia would have potently echoed his own rejection when his father found him dressed in his mothers underwear and cast him out of the family home when only fifteen.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  As was discussed at the start of this essay, one cannot always accept Francis Bacons spoken words absolute fact. He was a manipulator of his own image and often contradicted himself. However, in the case of the influence of Aeschylus on his paintings, we have extensive evidence recorded in interviews that is confirmed by the examination of the paintings themselves. On examination of Bacons childhood, parental cruelty, the blurring of sex and violence and the experience of being cast out from the family home at age 16, it can be seen why Aeschyluss Oresteia,struck such a chord within him. The murders committed by both parents, the sexual deceit, the exile of Orestes and the pursuit of the Eumenides, which Bacon admitted often visited him.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  But, it was the way in which the poetry of Aeschylus conveyed subconscious raw emotion that was the greatest influence on Bacon. Always avoiding the narrative in his paintings he looked to convey feelings directly, without the conscious intervention of storytelling. His paintings communicate up onto the nervous system. His emotions speak directly to ours. And on seeing the Oresteia, it is not so much the story that provides the cathartic experience of tragedy, but again profound emotions stirred by shocking violence and terror.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  In analysing the three triptychs influenced by the Oresteia, it is clear that Bacon used the Eumenides to depict his own demons: his fathers betrayal of his parental role, his experience as an outcast, he guilt about homosexuality and sadomasochism, his belief in mans inherent. In the Oresteia triptych (1981), he shows us the decaying power of authority, the blood red carpet of the murder scene of a dying dynasty. One of the figures eating himself away, consumed by guilt. Aeschylus provided the inspiration and the means to paint the pain and horror of his existence, which he did so every morning before blotting it all out in an alcoholic anaesthetic.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Aeschylus wrote about fate and accident and this too was important to Bacon who used to try to use accident in his painting in order to move it further onto the subconscious plane and to make it more spontaneous and visuaqlly interesting.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Aeschylus was an epic poet who has used universal themes and powerful language to create a masterpiece of unquestionable greatness that has stood the test of time. I am a great fan of Francis Bacons paintings which to me are magnetic, full of emotion and mystery and over time, my interest has increased rather than waned. But it is too soon to say whether or not he is an epic or even a great painter. Bibliography Ades, Dawn, Forge, Andrew, with a note on technique by Andrew Durham (1985) Francis Bacon, London: Thames and Hudson, in association with the Tate Gallery. Aeschylus (1991) Plays Two, Oresteia, Agamemnon, Libation Bearers, Eumenides, Translated by Frederic Raphael Kenneth McLeish, Introduced by J. Michael Walton, London: Methuen. Archimbaud, Michel (1993) Francis Bacon: In Conversation with Michel Archimbaud, London: Phaidon Brighton, Andrew (c2001) Francis Bacon, London: Tate Gallery. Cork, Richard (), Bacon and Edge Sunday Times Magazine, Daniels, Rebecca (2008) Behind the Myth of Francis Bacon, The Daily Telegraph Review, 16.08.08, pp.1-3. Deleuze, Gilles (2004) Francis Bacon: The Logic of Sensation, Minneapolis: University of Minnesota Press. Dickinson, Hugh (1969) Myth on the Modern Stage, Urbana: University of Illinois Press. Eliot, T. S. (1972) The Wasteland and other Poems, London: Faber Faber. Ficacci, Luigi (2006) Bacon, Germany: Taschen. Gale, Matthew Stephens, Chris (2008) Francis Bacon, Tate Publishing. Harrison, Martin Daniels, Rebecca (2008) Francis Bacon: Incunabula, foreword by Barbara Dawson, London: Thames Hudson. Hatch, John G (1998), Fatum as Theme and Method in the work of Francis Bacon, Artibus et Historiae, Vol 19, no. 37 pp. 163-175, Januszczak, Waldemar (2009) A career in three slices, Sunday Times Culture Magazine. Laessoe, Rolf (1983) Francis Bacon and T.S, Eliot, Hafnia Copenhagen Papers in the History of Art, Vol 9. Leiris, Michel (1983) Francis Bacon: full face and in profile, Oxford: Phaidon, Oxford. Maughfling, Gavin (2001) The Pulverising Machine in Engage, Issue 10, Autumn. Peppiatt, Michael (2008) Anatomy of an Enigma, London: Constable. Peppiatt, Michael (2009) Portrait of a Paradox, Study of a Saint and a Sinner, Sunday Times Culture Magazine. Perl, Jed (2009) Slaughterhouse, New Republic, Vol. 240, Issue 10, pp.25-28. Porter, David H. () Some Inversions not Righted: A note on the Eumenides, The Classical Journal, 101.1, pp.1-10. Stanford, W. B. (1942) Aeschylus in his style: a study in language and personality, Dublin: The University Press. Sylvester, David (c1998) Francis Bacon: the human body, London: Hayward Gallery. Sylvester, David (c1980) Interviews with Francis Bacon 1962-1979, London, Thames and Hudson. Trucci, Lorenzo (1976) Francis Bacon, London: Thames and Hudson. Yezzi, David (2008) Bacons Theatre of the Absurd, The New Criterion, December, pp. 25-28 Zweite, Armin (ed) (2006) in collaboration with Maria Muller, texts by Peter Burger [et al.], Francis Bacon: the violence of the real, London: Thames Hudson.

Saturday, July 20, 2019

The Effects of Global Warming On Coral Reefs Essay -- Environment Glob

The Effects of Global Warming On Coral Reefs Graphs Missing Introduction: The effects of global warming touch every human, animal, plant, ocean, landmass, and atmosphere level on this planet. The numerous effects of global warming are mixes of "good" and "bad" results, depending on how your definition of "good" results and "bad" results are. A "good" effect, a person could say, would be for regions with normally cold temperatures to receive warmer temperatures for their normal. Yet, there are more "bad" effects that seem to out weight the "good" effects. Some of the effects would include increases of flooding, severe storm systems, and rising sea-levels. One major consequence would be an increase of temperature globally. This would give a chain reaction that would change temperatures and precipitation within many ecosystems. Which could cause a possible alteration in migration routes of various animals or produce permanent damage to creatures and their habitats, or worse, result in extinction for sensitive organisms that cannot handle the change. An exampl e of a sensitive organism is the coral reef. This vital creature serves as a home, feeding area, and shelter for many fish, plants, and animals living in the shallow water domain. The degradation by global warming of this essential species is discussed more in-depth below. Bleaching of Coral Reefs When coral reefs are thought of, warm images of vibrant multi-colored creatures and corals emerge from our imaginations. Mental pictures of a bustling biodiversity of animals, invertebrates, and plants congregate around the coral reef that acts as a glue holding together the shallow waters of the underwater realm. Yet, many of the worlds most beautiful and important coral re... ...blic about the bleaching of corals. Its our problem, we need to create a solution or the colors of the ocean may be fading away as we speak. Works Cited Australia Institute of Marine Science (AIMS). "What is coral bleaching?" 2002. http://www.aims.gov.au/pages/research/coral-bleaching/coral-bleaching.html (3 Feb. 2003). Dennis, Carina. "Reef under threat from 'bleaching' outbreak." Nature, 415. 28 February 2002: 947. January 25, 2003. http://www.nature.com/cgi-taf/DynaPage.taf?file=/nature/journal/v415/n6875/full/ 415947a_fs.html. Houghton, John. 1994. Global Warming The Complete Briefing. Elgin, Illinois: Lion Publishing. Wilkinson, Clive. "The 1997-1998 mass bleaching event around the world." Status of coral reefs of the world: 1998. 1998: Chapter 1. February 4, 2003. http://www.aims.gov.au/pages/research/coral-bleaching/scr1998/scr-00.html.