Critical Review Of Ovid s Aeneid And Aeneid - 1382 Words

Critical Review of Ovid’s and Virgil’s Aeneid The tale of the Aeneid tells the story of Aeneas and how he founds the Roman people. The most well known version of this story is Virgil’s Aeneid. The traditional interpretation of Virgil’s depiction of the hero and the myth is that it was used as propaganda for the new imperial system that the emperor Augustus had introduced. In contrast with this is the Harvard School interpretation, which states that Virgil’s Aeneid is actually undermining the Imperial system. Despite there being some evidence for this, Virgil’s illustration best fits under the traditional interpretation. In contrast with this is Ovid’s Little Aeneid found in his Metamorphoses. This essay will analyse these illustrations†¦show more content†¦Virgil’s portrayal of Aeneas can arguably be based off of Augustus. His characterisation and values he is shown to possess demonstrate that of an ideal Roman citizen; the value most referenced and recognisable in the text is his piety. This refers to his religiousness and his ability to put duty before his own wants and needs. An example of this is him leaving Dido (Virgil Aen, 4.393-394). This abandoning of Dido, although tragic, shows his pietas to the will of the gods, his followers and to his son Iulus. Although a modern view of this part of the story suggests Virgil is pitying Dido and the Carthaginians and presenting Aeneas as cold and unsympathetic, to the Romans of the time Aeneas is performing his duty to the future state. Also, the Roman’s prized moderation and self control therefore Dido’s reaction to Aeneas leaving would be seen as excessive and over-dramatic which would reinforce the idea of non-Romans being barbarians and also demonstrates Virgil’s propagandistic intentions. Virgil successfully uses the Dido affair to strengthen and develop this idea of piety. Ovid’s treatment of Dido and Aeneas is in stark contrast with Virgil’s. Where as Virgil has used it as a device to showcase Aeneas’ leadership and pietas to his people and gods, Ovid mentions it in passing while rushing through to other individual’s stories (Ovid, Met. 14.75). The two narratives of the story are very distinctive; Virgil

I Have a Dream Free Essays

choden â€Å"I have a dream â€Å"is one of the most important speech delivered by Martin Luther Jr. In the speech, Dr. Martin Luther King, Jr expresses the realization of a dream of freedom and equality for all people. We will write a custom essay sample on I Have a Dream or any similar topic only for you Order Now The purpose of this speech was to persuade people or give the public general knowledge about segregation . The speaker uses rhetorical strategy and different elements of literature to inform about the injustice being done to them and to point out the failure of unification between people. Dr king stated, â€Å"I am happy to join with you today in what will go down in History as the greatest demonstration for freedom in the history of our nation. † This is the first sentence that he delivers using syntax. The sentence is also a cumulative sentence because it supports the important idea that his speech will bring changes in the history. As the speech goes on , he uses extended metaphor such as , â€Å"cash a check† , â€Å"promissory note† , â€Å"fall heir† , â€Å"bad check† , â€Å"insufficient funds† , â€Å"bankrupt† , â€Å"riches of freedom â€Å" , â€Å"security of justice†. This extended metaphor is included in the passage reinforcing the whole idea of how black people are being separated. The bad check symbolizes the condition of the people. The promissory note might be the promise note for unification , riches of freedom only for white people , not black ; and security of justice only for white not for black people. Metaphor is also used in the sentence: â€Å"Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity†. The United States of America is described as a wealthy nation where a part of the nation is poor and starving because of segregation. The effect is to convey the message of what black people at that time were feeling because of separation and to talk to people indirectly through the words of literature and not to hurt any white people or government by delivering such a speech. In the speech, he mentions, â€Å"this note was a promise that all Black men as well as white men, would be guaranteed the unalienable rights of life, liberty, and the pursuit of happiness†; this sentence clarifies the use of paradox because slavery and segregation did not give freedom to African Americans. Another literary device that composes this speech would be parallelisms and repetition. Like, â€Å"we must rise to the majestic heights of meeting physical force with soul force† reflects the use of parallelism. The rights that weren’t provided to African Americans were the dreams that Dr. Luther wanted people to fight for in the speech emphasizing the sentence, â€Å"I have a dream†. The speaker uses a lot of Elements of language like diction, syntax, trope and schemes to make the speech memorable to people forever. The language that he includes archaic words that aren’t often used but it has its own vital role in the speech. In the speech, the use of trope is also been mentioned a lot. For example, the sentences that he uses like â€Å"not seek to satisfy our thirst for freedom by drinking from the cup of bitterness and hatred† uses metaphor. He compares the thirst of freedom and bitterness. He doesn’t want freedom given because of hatred but a freedom of happiness. Likewise the sentences, â€Å"We can never be satisfied as long as the Negro is the victim of the unspeakable horrors of police brutality†, â€Å"little black boys and black girls will be able to join hands with little white boys and white girls as sisters and brothers† uses simile . He combines white and black people to gather for equality. When he says , â€Å" I have a dream that my four little children will one day live in a nation where they will not be judged by the colors of their skin but by the content of their character† creates appeal to pathos of sad feeling that he feels his children are being judged. The speaker also provides logos like â€Å"we can never be satisfied as long as our children are stripped of their selfhood and robbed of their dignity by signs stating â€Å"for whites only†. This information shows how much the separation is being done that even small children of black people are being suffered by it. Dr. Martin Luther King, Jr created an ethos that he wants the segregation to stop and wants all people should to live in harmony. He, himself had to suffer through all this and wanted to bring change. The speech uses a great rhetorical strategy because the connection between the speaker and the public shows reaction on the subject (segregation). How to cite I Have a Dream, Essay examples I Have a Dream Free Essays First Body Paragraph: Although Dry. Kings speech incorporated all sorts of arguments including equality, empowerment and freedom, Longboats Hughes’ poem focuses more on black empowerment. Acknowledging that Negroes were once Kings and Queens in Africa then reminding us that they were also enslaved to build the great pyramids. We will write a custom essay sample on I Have a Dream or any similar topic only for you Order Now Hughes creates a relationship through the movement of African Americans throughout history. Specifically examining the incredible contributions African Americans have made not Just to the united States but to the world. Second Body Paragraph: While Longboats Hughes argued for empowerment and enrichment of culture and people, Dry. King demanded equality, freedom and respect. Dry. King refused to stand by and watch his people continue to be mistreated, unfairly Judged, disrespected and overlooked. He not only wrote a compelling argument but he delivered It on the steps of the Lincoln Memorial. The same Abraham Lincoln that Hughes refers to in his poem. â€Å"l heard the singing of Mississippi when Abe Lincoln went down to New Orleans, and Eve seen its muddy blossom turn all gold in the sunset. Third Body Paragraph: Both of these incredibly successful Scholars helped to bring an end to the civil rights movement, passing new constitutional amendments. What I find so surprising is how they both made such an incredible impact with melodic forms of poetry according to the New York Times article written by: Machismo Skating â€Å"Dry. King pushed the text of his remarks to the side and began an extraordinary improvisation on the dream theme that would become one of the most recognizable refrains in the world. † Fourth Body Paragraph: With his Improvised riff, Dry. King took a leap Into history, Jumping from prose to poetry, from the podium to the pulpit. HIS voice arced Into an emotional crescendo as he turned from a sobering assessment of current social injustices to a radiant vision of hope -? of what America could be. Dry. King pushed the text of his remarks to the side and began an extraordinary improvisation on the dream theme that would become one of the most recognizable refrains in the world. † http://www. Anytime. Com/ 2013/08/28/us/the-lasting-power-of-dry-kings-dream-speech. HTML? How to cite I Have a Dream, Papers I Have a Dream Free Essays â€Å"I Have a Dream† August 28th, 1963 on the steps of the Lincoln Memorial in Washington D. C. , Martin Luther King Jr. We will write a custom essay sample on I Have a Dream or any similar topic only for you Order Now preformed his â€Å"I Have a Dream† speech. Perhaps amongst one of the most famous speeches in history, this speech is considered one of the most influential speeches of the 20th century. â€Å"I Have a Dream† has inspired millions of people and is still frequently quoted and cited nearly 50 years later. My goal in writing his paper is to evaluate King’s speech using the evaluation criteria. The four main criteria are: effects, truth, ethical and artistic. Each plays a very different role in assessing an essay and it’s adequacy. The purpose of the speech was to inspire Americans to believe that all individuals of all races should be treated equal, and that they would one day. King wanted people to stand with him and fight for their rights. The rhetoric situation was that King was delivering his speech during the â€Å"March on Washington,† where a protest was being held. Thousands and thousands travelled from all over the country to hear him speak. The rhetorical constraints of the speech were trying to adhere to those who opposed civil rights. The ones that King really had to reach out to were those who still believed that segregation should continue. This leads into the first criteria of evaluation, effects. Effects are whether or not the author, or in this case speaker, got the final outcome that they wanted to achieve. The final outcome that King was seeking by making his speech was for equal rights to be finalized, and that all men and women of all races would be free at last. In the first line of his speech King states â€Å"I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the history of our nation. Implying that King had great homes for the outcome of his ever so famous speech, he not only wanted to inspire those in his audience but to make them as passionate about the issue as he was himself. The next portion of the effects criteria is â€Å"logical and/or emotional sense. † This examines whether or not the speech tries to capture the audienceâ₠¬â„¢s mind. In my opinion I think that the speech is more emotional rather than logical. King knew the anguish his listeners were feeling, and he used those feelings to fire his audience up. He wished to connect emotionally with them, share their pain and happiness. For example, he often uses the word â€Å"we† within his speech, letting the audience know that he stands beside them, rather than in front of them. The second criteria when doing an evaluation is truth. Truth in and of itself is pretty self-explanatory, it is whether or not the author/speaker is using facts rather than fiction. â€Å"I Have a Dream† is a very truthful speech. During the time that King wrote his speech equal rights still did not exist in many states and segregation was common most everywhere. He also touches upon the Emancipation Proclamation and how it led to the start of the civil rights movement, even though it was a century beforehand. On line two of King’s speech he states, â€Å"Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation. † The Emancipation Proclamation was undeniably the starting point for equal rights, freeing all slaves from their owners. King also uses the Constitution as a historical reference, to note that all men were supposed to be guaranteed certain rights. At the time of the speech, a lot of those rights were still not given to many citizens. The third criteria in evaluation is ethical, this implies that the speech is socially responsible and not corruptive. This speech is fairly ethical, because King does not make any outrageous allegations against those who had done wrong and the rally held during the speech was very peaceful. But for the effect it had on society, it was remarkable. That August day King and 250,000 others marched peacefully in Washington. The following day the New York Times wrote about the speech, â€Å"They had found an effective way to demonstrate for changes in the laws without breaking the laws themselves† (Reston, 1963). There was also another article entitled 200,000 March for Civil Right in Orderly Washington Rally; President Sees Gain for Negro. The article stated â€Å"it was the greatest assembly for a redress of grievances that this capital has ever seen†¦There was no violence to mar the demonstration. In fact, at times there was an air of hootenanny about it as groups of schoolchildren clapped hands and swung into the familiar freedom songs† (Kensworthy, 1963). This just goes to show how non-violent King’s followers actually were. King wished to send positive messages to his audience and encourage them to act civilly rather than aggressively to achieve their goal. The final criteria for evaluation is artistic, which judges the words used and the delivery of the speech are important. The speech is very artistically put together. King paints vivid pictures with his words and emotions. One line six he states, â€Å"Now is the time to rise from the dark and desolate valley of segregation to the sunlit path or racial justice. † His use of descriptive words makes his speech more persuasive and appealing to the audience. His use of the phrase, â€Å"I have a dream† is consistently used throughout the speech. This makes the speech flow together in harmony. A great writing technique seen throughout his speech is a metaphor, in line six for example, â€Å"Instead of honoring his sacred obligation, America has given the Negro people a bad check, a check which has come back marked ‘insufficient funds. ’† King is not actually speaking of a bank account, but instead is using it as a metaphor for how African Americans were promised these rights but were never given them. King uses many different writing techniques to help to create and maintain drama throughout the speech. The speech definitely applied some criteria stronger than others. I believe that King uses artistic and ethical criteria the strongest throughout his speech. The way in which his speech flows together and uses powerful descriptive words are characteristics of the strong artistic values of his speech. However I think the truth aspect of his speech could have been stronger. Although he did not use any false information, it would have been better to use more references throughout his speech, the only things he really quoted are the Emancipation Proclamation and the Constitution. On line ten he states, â€Å"We cannot be satisfied as long as a Negro in Mississippi cannot vote and a Negro in New York believes he has nothing for which to vote. † The second part of the statement may be true, but African American males had been able to vote since 1870, almost a century before this speech, he could have been trying to use a metaphor, regardless, it was not truthful. He also dramatized many things, such as on line three when he states â€Å"But one hundred years later, the Negro still is not free. Technically speaking, they were free by constitutional rights, but did not entertain the same rights as Caucasians at this time. Dramatization may be great tools in some speeches, but it may seem un-honest to those audience members who did not understand metaphors or other writing strategies. Overall, I think that the speech met all the criteria in most ways. I evaluated the speech based on how I felt it fit the four main points of ethicality, truthfulness, effect s, and artistic value. The speech has been an American staple since the day King gave it, nearly 50 years ago. King did a great job in standing up for what he believed in and accomplished his goal of civil rights for every man and woman, regardless of color in the United States. Works Cited Kensworthy, E. W. (1963, August 29). â€Å"200,000 March for Civil Rights in Orderly Washington Rally; President Sees Gain for Negro. † New York Times. King Jr. , M. L. (1963, August 28). I Have A Dream. Conducted from The Lincoln Memorial, Washington D. C. Reston, J. (1963, August 29). â€Å"I Have A Dream†¦Ã¢â‚¬  Peroration By Dr. King Sums up A Day The Capital Will Remember. New York Times. How to cite I Have a Dream, Papers

Human Anatomy and Physiology for Beauty and Complementary Therapists Example For Students

Human Anatomy and Physiology for Beauty and Complementary Therapists Human Anatomy A ; Physiology for Beauty and Complementary Therapists Analyzing And Describing The Effectss of Swedish Body Massage On The Major Systems Of The Body Contentss Introduction The Aims of Swedish Body Massage and the Body Systems Involved The Effects Swedish Body Massage Has on the Body Systems Lymphatic System Urinary System Cardiovascular System Respiratory System Muscular System Skeletal System The Benefits of Swedish Body Massage on the Body Decision Bibliography Outline1 Introduction2 The Aims of Swedish Body Massage and the Body Systems Involved3 The Effects Swedish Body Massage Has on the Body Systems4 Lymphatic System5 Urinary System6 Cardiovascular System7 Respiratory System8 Muscular System9 Skeletal System10 The Benefits of Swedish Body Massage on the Body11 Decision12 Bibliography Introduction My Name is Sheryn McDermott and I am analyzing HNC Beauty Therapy at Forth Valley College. As portion of my Human Anatomy A ; Physiology for Beauty and Complementary Therapists units, I am required to compose a study where I must analyze and depict the effects of a selected therapy on the major systems of the organic structure. In the study I must: Research and depict the purpose of a selected therapy on one or more systems of the organic structure Research and discourse the grounds that explains the consequence of your chosen therapy on the construction or map of the organic structure systems Research the benefits of my chosen therapy on the organic structure and Discuss any grounds available The appraisal must be presented as a study and have no less than 1500 words and no more than 2000 which I will include a word count. I must cite utilizing the Harvard referencing system and citation at least 5 different mentions. The study must be in my ain words and I must utilize grounds based research to back up my treatment. Any diagrams I use will hold a rubric and be clearly labelled. The therapy that I have chosen to make my study on is Swedish Body Massage. The Aims of Swedish Body Massage and the Body Systems Involved The purposes of Swedish organic structure massage can differ from individual to individual depending on what they want to acquire from it. A client could desire to loosen up, cut down emotional and physical emphasis, relieve tenseness and achings, increase their well-being, experience invigorated, detox, increase circulation and better assorted organic structure maps. There are so many things that organic structure massage can make and as a healer, it is my responsibility to cognize the effects that the massage will hold on the organic structure and how I will be able to accomplish the clients purposes. As a healer my purposes could be to: Increase blood circulation and better map Increase lymphatic drainage and better map Lower blood force per unit area Relieve tenseness in musculuss, loosen uping them and better their status Improve tegument status Stimulate or loosen up the nervous system Help cut down adipose tissue Keep articulations supple Aid digestion Massage affects all the organic structure systems in a positive manner ( for those who are non contra-indicated ) . Some of the major systems affected are the: Urinary system Lymphatic system Cardiovascular system Muscular system Skeletal system Respiratory system The Effects Swedish Body Massage Has on the Body Systems Lymphatic System As healers massage in the same way as the lymph flow, towards the nearest lymph node, the velocity of the lymphatic flow is increased due to the force of the custodies. The force per unit area that is applied during massage helps with reassigning fluids from the tissue, into the lymphatic vass which will run out the fluid off more rapidly. This helps to forestall or cut down hydrops in the tissues Interstitial fluid contains waste merchandises from cells, these waste merchandises are diffused through lymphatic vas walls during massage and this allows the organic structure to take waste merchandises quicker. Pathogens and bugs can be found in the blood, which the lymphatic system filters and cleans to destruct them. Massage can increase the efficiency of the lymph nodes and spleen which can increase the body’s immune system. ( Jane Hiscock, 2010 ) wrote: ‘Biochemical healing takes topographic point non merely by relieving anxiousness but besides exciting the production of antibodies, particularly immunoglobulin, so heightening the immune system.’ Inspector Goole Essay Summary Image 8 Skeletal System The Benefits of Swedish Body Massage on the Body There are infinite benefits of having massage that will profit the organic structure straight and indirectly. Skin is moisturised, nourished and desquamated, marking can be reduced due to the increased stimulation and blood flow which will increase the skin status overall. Greasy secretory organs are stimulated leting the tegument to go more greased and supple. Muscles fibers can loosen up to extinguish sets of tenseness. Muscle tone and public presentation is improved and hurting and tenseness relieved. Allows weakened musculuss to be more readily used after a period of neglect. Relieves tenseness concerns. Lymph is stimulated promoting a healthier immune system and remotion of waste and toxins. Oedema in countries can be reduced supplying there is no contra-indicated medical status. Depending on the type of massage, the nervous system can be relaxed or stimulated. Circulation is improved which increases the blood flow to all parts of the organic structure conveying foods and O and taking waste. This promotes mending and the regeneration of cells. Blood force per unit area and bosom rate is slowed down during a restful massage and if done on a regular basis, has a cumulative consequence to profit clients with blood force per unit area jobs. Increased urinary end product will assist to acquire rid of toxins in the organic structure that have been released during massage and is great as portion of a detox. Peoples with stiff articulations or low scope of mobility will profit from massage in and around the articulations to alleviate any adhesions and increase the mobility of the joint. Massage over the abdominal country can assist help digestion by promoting vermiculation and speeds up the digestive procedure. Massage can assist those with irregularity. Adipose tissue could be affected as the tissue is warmed which accelerates the chemical activity needed to scatter the fat. The force per unit area used softens the fat which allows it to be more easy absorbed. Respiratory piece of land can profit as it will go relaxed, allows mucous secretion to be dispersed and dislodged and increases the gaseous exchange which allows more O into the organic structure and more C dioxide to go forth. Breathing decently can assist forestall lung infections, promote good position and AIDSs relaxation. There are many psychological benefits to rub down excessively. The client can loosen up, leting the head to go still and unagitated. Emotional emphasis can be dispersed or even bury about during massage and a general wellbeing can be achieved. Self-esteem, slumber forms and concentration can be improved. Decision During this study and unit I have learned in-depth cognition about the human anatomy and some of the major organic structure systems. I researched how Swedish Body Massage would impact these organic structure systems and I am now confident in my cognition of the effects and benefits on the organic structure. I will be able to utilize this cognition to my advantage when I am handling clients, enabling me to rede them on how massage could profit them and guarantee the intervention reaches their aims. I feel it is of import to cognize precisely how the motions, techniques and uses used during massage will impact the organic structure. Bibliography Audry Githa Goldberg, L. M. ( 1996 ) .Body Massage For The Beauty Therapist( 3rd ed. ) . Cornwall: Elsevier. Jane Hiscock, E. S. ( 2010 ) .Beauty therapy Level 3( 2nd ed. ) . Barcelona, Spain: Pearson Education Limited. OKeefe, A. ( 2006 ) .The Official Guide to Body Massage( 2nd ed. ) . London: Thomson Learning. Rosser, M. ( 2012 ) .Body Massage( 3rd ed. ) . Italy: Hodder Education. Front Cover freelancemd.com Image 1 beautyescape.co.uk Image 2 greathealthbydesign.com Image 3 lucindacareswell.co.uk Image 4 thiswaytohealth.com Image 5 simple-health-secrets.com Image 6 chss.org.uk Image 7 woodgrovesec.moe.edu.sg Image 8 cnx.org Image 9 sourcemassage.co.uk Word Count 1881

Red and Mark Rothko Essay Example

Red and Mark Rothko Paper Roger Kimball’s essay â€Å"Inventing Mark Rothko† begins simply with a quote from Hamlet in which the Queen responds to Hamlet’s inquiry â€Å"Do you see nothing here? † by saying â€Å"Nothing at all; yet all that is I see† (Kimball 55). This enigmatic quote very succinctly sums up the enigma that is Mark Rothko, a Russia-American representative painter of New York School from 1950s to 1960s. Rothko’s signature style is distinctive combination of â€Å"abstractness, simplicity, and sensuous color† (Kimball 59) and misty rectangular fields of color and light. Although many critics, like Harold Rosenberg, disagree, Rothko fought the idea that his works were abstract for the entirety of his artistic career. To reference the quote from Hamlet, what did Rothko see in his art? What was his intention? Are these questions possible to answer? Using John Logan’s play Red as well as Rothko’s own essays on art and aesthetics, both a picture of Rothko’s vision and a rationalization of his insistence that his art is realism are possible to create and it is apparent that Rothko intended a separation between the art and the viewer and for the art to exist as an independent entity separate from human emotion that places art in the realm of abstraction. Yet in the documentary film Rothkos Rooms, ironically, Rothko also envisioned his art causing â€Å"the same religious experience as I had when I painted them† (Rooms). We will write a custom essay sample on Red and Mark Rothko specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Red and Mark Rothko specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Red and Mark Rothko specifically for you FOR ONLY $16.38 $13.9/page Hire Writer It seems that, according to Rothko himself, what a viewer sees in a painting or what emotions the painting evokes has no bearing on the painting itself. These emotions within the admirer of art are often placed upon the art itself as a way to define the art. However, Rothko might argue that one is not able to define his paintings any more than one might be able to objectively define a human being (Rothko 63). The art itself is the evoker of emotions not the other way around. Rothko seems to have argued that his art has a specific, concrete meaning, which can be explained by the similarity between admiring the beauty of a woman and the beauty of a painting. Rothko wrote that the problem with speaking of art qualitatively—for instance giving a painting the quality â€Å"beautiful†Ã¢â‚¬â€creates a category for beauty itself to exist (Rothko 62). However, Kimball argues that beauty, like the concepts of â€Å"truth† and â€Å"morality† is an abstraction itself because these terms are â€Å"apart from concrete existence† (Kimball 60). He also argues that Rothko’s classic paintings are immediate (Kimball 60) because their meanings are concrete—they are purposed. Rothko’s paintings, Rothko himself might argue, exist with the force of human existence. In the Scene 4 of John Logan’s play the Red, Rothko yells at his assistant Ken, â€Å"you know the problem with those painters? It’s exactly what you said. They are painting for this moment right now. And that’s all. It’s nothing but zeitgeist art† (Logan 33). This representation of Rothko shows how Rothko himself might have differentiated his own art from the art of painters like Andy Warhol. Based on Rothko’s essay The Artists Dilemma and this quote from Logan’s play, Rothko would have argued that paintings like those of Warhol’s are the real abstractions because they are based on a particular moment in time. An individual moment, alienated from the whole history of time, is truly apart from concrete existence. Existence is more the totality of time, space, and history and Rothkos paintings are, as he seems to have suggested, as purposed as any living creature. In â€Å"The De-definition of Art† by Harold Rosenberg, he argues against this idea, saying that â€Å"[Rothko’s] were the first ‘empty’ paintings by an American to make an impact on the public, perhaps because his emotionally charged reds, blues, browns, black-greens succeeded in stirring up feelings—awe, anguish, release—too deeply buried to be brought to the surface by visual metaphors† (Rosenberg 105). With this definition, Rosenberg argues that the viewer and the painting itself are interconnected and the painting can hold no objective existence independent of the viewer. When the audience views the painting and experiences these emotions, it attaches these emotions to the painting. However, Rothko argued that to speak of art in this way—qualitatively—is to give these emotions themselves an independent existence (Rothko 62). Rosenberg called Rothko’s style an â€Å"all-embracing symbolic format† (Rosenberg 107). Rosenberg essentially equated Rothko’s paintings with a literary metaphor in which one thing—a painting in this instance—stands for something wholly different, acting as a symbol. Most dictionaries agree on the definition of the word â€Å"symbol† as a physical object that stands for an abstraction or a sign with some specific meaning. Rosenberg’s terminology may then not be totally off kilter. Does not Rothko himself argue that paintings often evoke particular abstract feelings in the admirer? In this way, are not paintings like symbols, standing in as physical objects for abstract emotions? —not exactly. To view art in this way is to say that the artist intended for an artwork to be symbolic of, let’s say, the sublime. Yet, the viewers, experiencing a piece for the first time, come naked in their emotions as a child experiencing the world for the first time. Whatever emotions the viewer might feel are a product of their own mind rather than a product of the art itself. This is where Rosenberg is most incorrect and where he diverges from Rothko’s apology of his art.

Free Essays on Indian Givers

Question #4: Discuss the Native American contributions to the medical field. The Native Americans contributed enormously towards today’s medical field. Cures for today’s diseases have been traced as far back as to the Indians of America, yet still time after time, we have failed to recognize such achievements. For example, The Aztecs were probably the most advanced in understanding the human anatomy of any society in the world of the 16th century. Such knowledge came from human sacrifices they performed. They understood the role of the heart and blood circulation long before the new world. The doctors created a vocabulary then that now identifies almost all of the organs that the science of anatomy recognized today. Again, at the time The Aztecs were either parallel in regards to European organizations of the medicine or for the most part, surpassed them. For example, up till today there is no steel scalpel that has been made that cuts sharper than the obsidian implements of the Aztec surgeons. In fact, only today’s laser beam can cut a finer incision with less bleeding and less scarification. A second example of the instruments used by The Aztecs is bulbed syringe and rubber hoses that they used to give enemas with. The European doctors adopted both styles and continue to use them today. Even back then, Indian surgeons amputated limbs, prescribed artificial legs, and removed teeth such as today’s doctors perform. Malaria ravages more people than any other disease in many areas of the world. For most of human history, no effective cure or preventive existed for this disease. Europeans brought the disease to America and the Indians. When this occurred, the Indians rapidly found that one of their traditional medicines, Peruvian bark, presented relief from malaria. The bark contained quinine, which is the active ingredient in chloroquine. This introduction of quinine marked the beginning of modern pharmacology. ... Free Essays on Indian Givers Free Essays on Indian Givers Question #4: Discuss the Native American contributions to the medical field. The Native Americans contributed enormously towards today’s medical field. Cures for today’s diseases have been traced as far back as to the Indians of America, yet still time after time, we have failed to recognize such achievements. For example, The Aztecs were probably the most advanced in understanding the human anatomy of any society in the world of the 16th century. Such knowledge came from human sacrifices they performed. They understood the role of the heart and blood circulation long before the new world. The doctors created a vocabulary then that now identifies almost all of the organs that the science of anatomy recognized today. Again, at the time The Aztecs were either parallel in regards to European organizations of the medicine or for the most part, surpassed them. For example, up till today there is no steel scalpel that has been made that cuts sharper than the obsidian implements of the Aztec surgeons. In fact, only today’s laser beam can cut a finer incision with less bleeding and less scarification. A second example of the instruments used by The Aztecs is bulbed syringe and rubber hoses that they used to give enemas with. The European doctors adopted both styles and continue to use them today. Even back then, Indian surgeons amputated limbs, prescribed artificial legs, and removed teeth such as today’s doctors perform. Malaria ravages more people than any other disease in many areas of the world. For most of human history, no effective cure or preventive existed for this disease. Europeans brought the disease to America and the Indians. When this occurred, the Indians rapidly found that one of their traditional medicines, Peruvian bark, presented relief from malaria. The bark contained quinine, which is the active ingredient in chloroquine. This introduction of quinine marked the beginning of modern pharmacology. ...

Engage Students with Songs to Teach Metaphor and Simile

Engage Students with Songs to Teach Metaphor and Simile One way to engage students in the study of figurative language-specifically similes and metaphors- is to use examples from the songs they like. Teachers in grades 7-12 can point out how the  metaphors and similes in song lyrics allow  songwriters to communicate their innermost feelings. The metaphors and similes in songs help students to visualize comparisons that are  purposefully placed to convey attitude- Sad? Tears of a Clown. Happy? Walking on Sunshine. Dependable? Solid like a Rock.   If a teacher wants to teach similes and call attention to the  characteristic comparison word like, there is probably nothing more iconic then the song Like a Rolling Stone, the 1965  folk rock anthem by Nobel  laureate Bob Dylan. A more contemporary song example is   Let It Go from the Disney film Frozen where the Princess Elsa (voiced by  Idina Menzel) laments that The wind is howling like this swirling storm inside. Teachers can show how the songwriters chose similes to help listeners visualize the emotions of the singer, and both of these examples  use the word like in their poetic comparisons. For the explicit instruction of metaphors, there is  the 2015 country music hit by Keith Urban titled  John Cougar,  John Deere,  John 3:16  Ã‚  that  begins with a series of rapid-fire metaphors: Im a forty-five spinning on an old Victrola;  Im a two strike swinger, Im a Pepsi cola... There is also the classic rock and roll hit  Hound Dog, covered by Elvis Presley (1956) with its unflattering comparison to someone who is crying all the time... Here the metaphors are comparisons are direct but unusual: a singer to a record, a friend to a dog. These metaphors help the listener better understand the relationships in the songs. Caution: PG Language Only: While teachers can engage students by having them find similes and metaphors in the music they enjoy, the sharing of these songs in school must include high degrees of caution. There are several song lyrics that are explicit in their use of improper language, vulgarity, or profanity. There are also song lyrics that intentionally use metaphors and similes as coded language to send an implicit message that could be inappropriate for a middle school or high school class. If students will be allowed to share songs and lyrics in class, they must be prepared to share only those verses that are appropriate for use in class. In other words, PG lyrics only!   Here are two linked articles with songs that are already previewed for use in class that can be used to provide additional examples of both similes and metaphors in songs. Several of these song lyrics have already been analyzed to help teach about these key figures of speech: Article #1:Songs With Metaphors This article features 13 songs that can be used as models  for mini-lessons. The examples of metaphors in the lyrics are already analyzed for use in class. Songs include: ​Cant Stop the Feeling- by Justin TimberlakeH.O.L.Y. -Florida Georgia Line​Im Already There,  by LonestarThis is What You Came For -Rhianna Article #2:Songs With Similes This article features eight songs that can be used as models   or mini-lessons. The examples of similes in the lyrics are already analyzed for use in class. Songs include: Just Like Fire  -PinkStiches by  Shawn MendesExs Ohs by Elle King Common Core Connection Teachers still meet the literacy anchor standard in the Common Core for  English Language Arts when they use   song lyrics to address metaphors and similes: CCSS.ELA-LITERACY.CCRA.R.4Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Finally, using song lyrics is one way teachers can move away from the worksheet and show students the importance of metaphors and similes in their everyday lives. Research on motivating students also suggests that when students are given the opportunity to make a choice, their level of engagement increases. Increasing student engagement through choice and allowing them to  share how  songwriters from every musical genre use similes and metaphors may give students the practice they need to become  proficient in interpreting and analyzing figurative language in other kinds of texts.

Evidence Based Practice Coursework Example | Topics and Well Written Essays - 250 words

Evidence Based Practice - Coursework Example The implication is that evidence-based practice requires the clinicians to stay in touch with modest research literature and also use the information in their informed clinical decision-making processes. Moreover, EBP entails weighing values of the research evidence in relation to the clinical data and also taking into consideration the client’s informed consent. The bottom line is that clinicians should to identify what the literature recommends as the best practices and also sharing the knowledge with patients. During an emergency situation, evidenced based practice may be implemented in case a clinician has new information on how to manage and handle the health condition. Therefore, the staff plays a significant role in linking the clinical practice to the changes in the clinical research. In fact, emergency settings require more of evidence-based practice since research always bring new methods and strategies of handling health care situations and they might be even more effective than the traditional methods. According to Melnyk and Overholt (2014), clinicians engage in evidence-based practice in emergency setting when assessing wounds, injuries or other medical conditions that might require a high level of clinical