The Downfall of Nobility of Poe Essays

The Downfall of Nobility of Poe Essays The Downfall of Nobility of Poe Essay The Downfall of Nobility of Poe Essay Essay Topic: The Fall of the House Of Usher The short narratives of Edgar Allan Poe The Fall of the House of Usher and The Cask of Amontillado shows the ruin of baronial households or persons- The Usher’s in the former and Fortunato in the latter. Both short narratives besides feature eerie vaults and infinites. The death of the baronial household represents the ruin of worlds in general and the eerie puting represents the human consciousness. Downfall and VaultsThe rubric The Fall of the House of Usher foreshadows what would go on in the narrative literally and figuratively. Roderick Usher and his sister Medeline are the last of their baronial household because merely one of the Usher’s household members survives in each coevals. †¦the root of the Usher race. all clip honered as it was. had put away. at no period. any abiding subdivision ; in other words. that the full household ballad in the direct line of descent. ( Poe ) .Making the characters baronial is merely Poe lodging to the guidelines of Aristotle that a calamity must be about characters of aristocracy. What Poe truly wanted to convey is that everybody ( even baronial work forces ) can fall merely like the Usher’s. D. H. Lawrence meanwhile has explained absolutely what Poe is seeking to convey in his changeless usage of vaults as symbols. All this belowground vault concern in Poe merely symbolizes that which tales topographic point beneath the consciousness. ( Lawrence. ch. 6 ) .This meant that the act of burying Fortunato and Medeline alive by Montresor in The Cask of Amontillado and Roderick Usher in The Fall of the House of Usher severally is. on the surface. merely talked approximately lightly but beneath lies the homicidal purpose of the characters with changing motives. Montresor buried Fortunato alive to revenge whatever abuse he has done to him while Roderick Usher may hold allowed his sister to remain buried alive despite hearing her shrieks out of love because he does non desire her anymore to endure.Plants Cited Poe. Edgar Allan. The Fall of the House of Usher. Bartleby. com. 28 April 2009. lt ; hypertext transfer protocol: //www. bartleby. com/195/10. hypertext markup language gt ; Poe. Edgar Allan. The Cask of Amontillado. Literature. org. 28 April 2009. lt ; hypertext transfer protocol: //www. literature. org/authors/poe-edgar-allan/amontillado. hypertext markup language gt ; Lawrence. D. H. Studies in Authoritative American Literature: Chapter 6 Edgar Allan Poe. 28 April 2009. lt ; hypertext transfer protocol: //xroads. Virginia. edu/~HYPER/LAWRENCE/dhlch06. htm gt ;

What Centrifugation Is and Why Its Used

What Centrifugation Is and Why Its Used The term centrifuge can refer to a machine that houses a rapidly rotating container to separate its contents by density (noun) or to the act of using the machine (verb). The modern device traces its origins to a spinning arm apparatus designed in the 18th century by engineer Benjamin Robins to determine drag. In 1864, Antonin Prandtl applied the technique to separate milk and cream. His brother refined the technique, inventing a butterfat extraction machine in 1875. While centrifuges are still used to separate milk components, their use has expanded to many other areas of science and medicine. Centrifuges are most often used to separate different liquids and solid particulates from liquids, but they may be used for gases. They are also used for other purposes than mechanical separation. How a Centrifuge Works A centrifuge gets its name from centrifugal force the virtual force that pulls spinning objects outward. Centripetal force is the real physical force at work, pulling spinning objects inward. Spinning a bucket of water is a good example of the forces at work. If the bucket spins fast enough, the water is pulled into it and doesnt spill. If the bucket is filled with a mixture of sand and water, spinning it produces centrifugation. According to the sedimentation principle, both the water and sand in the bucket will be drawn to the outer edge of the bucket, but the dense sand particles will settle to the bottom, while the lighter water molecules will be displaced toward the center. The centripetal acceleration essentially simulates higher gravity, however, its important to keep in mind the artificial gravity is a range of values, depending on how close an object is to the axis of rotation, not a constant value. The effect is greater the further out an object gets because it travels a greater distance for each rotation. Types and Uses of Centrifuges The  types of centrifuges are all based on the same technique but differ in their applications. The main differences between them are the speed of rotation and the rotor design. The rotor is the rotating unit in the device. Fixed-angle rotors hold samples at a constant angle, swinging head rotors have a hinge that allows sample vessels to swing outward as the rate of spin increases, and continuous tubular centrifuges have one chamber rather than individual sample chambers. Very high-speed centrifuges and ultracentrifuges spin at such a high rate that they can be used to separate molecules of different masses or even isotopes of atoms. For example, a gas centrifuge may be used to enrich uranium, as the heavier isotope is pulled outward more than the lighter one. Isotope separation is used for scientific research and to make nuclear fuel and nuclear weapons. Laboratory centrifuges also spin at high rates. They may be large enough to stand on a floor or small enough to rest on a counter.  A typical device has a  rotor with angled drilled holes to hold sample tubes. Because the sample tubes are fixed at an angle and centrifugal force acts in the horizontal plane, particles move a tiny distance before hitting the wall of the tube, allowing dense material to slide down. While many lab centrifuges have fixed-angle rotors, swinging-bucket rotors are also common.  These machines are used to isolate components of  immiscible liquids  and  suspensions. Uses include separating blood components, isolating DNA, and purifying chemical samples. Medium-size centrifuges are common in daily life, mainly to quickly separate liquids from solids. Washing machines use centrifugation during the spin cycle to separate water from laundry, for example. A similar device spins the water out of swimsuits. Large centrifuges may be used to simulate high-gravity. The machines are the size of a room or building. Human centrifuges are used to train test pilots and conduct gravity-related scientific research. Centrifuges may also be used as amusement park rides. While human centrifuges are designed to go up to 10 or 12 gravities, large diameter non-human machines can expose specimens to up to 20 times normal gravity.  The same principle may one day be used to simulate gravity in space.   Industrial centrifuges are used to separate components of colloids (like cream and butter from milk), in chemical preparation, cleaning solids from drilling fluid, drying materials, and water treatment to remove sludge. Some industrial centrifuges rely on sedimentation for separation, while others separate matter using a screen or filter. Industrial centrifuges are used to cast metals and prepare chemicals. The differential gravity affects the phase composition and other properties of the materials. Related Techniques While centrifugation is the best option for simulating high gravity, there are other techniques that may be used to separate materials. These include filtration, sieving, distillation, decantation, and chromatography. The best technique for an application depends on the properties of a sample and its volume.

Information sensitivity and protection of data Essay

Information sensitivity and protection of data - Essay Example It is important because organizations’ policies in some ways reflect the underlying culture and values. Modern organizations instill performance and cultural values such as mutual trust and confidence as an integrative mechanism (Fairholm & Fairholm, 2008: pp.103-104) rather than exercising sheer authority and control (Masters, 2005: p. 271). Mayo Foundation (referred to as Mayo in rest of paper) outlines a guidance oriented policy. In contrast to Mayo, Beth Israel Deaconess (referred to as Beth Israel in rest of paper) has a strongly authoritative tone in outlining its policy with strong worded phrases such as â€Å"Users have no expectation of personal privacy of any kind related to their use† compared with â€Å"contents will not be monitored, observed, viewed, displayed or reproduced in any form by anyone other than the sender or recipient unless specifically authorized by an officer† in Mayo for the same purpose. Georgetown University (referred to as Georget own in rest of paper), on the other hand, presents a matter-of-factly and exhaustive policy covering several aspects of security separately. Amongst the three policies, Mayo was found to be the most well structured and easier to follow with cross referencing links leading to further details, such as local implementations or human resource policies, for specific areas where needed. Some of the common themes followed in each policy are confidentiality, integrity and availability of information. These themes are also recognized by NIST as foundations for an information security policy (Ross et al, 2007: p. 4). At a specific level, prudent use of resources, data access control and physical security are found common in all three policies. While these themes are covered in each document, the way they are implemented and enforced is different. For example, in terms of confidentiality, Mayo clearly and concisely describes how information is to be accessible to authorized personnel at authorized

Gender Bias at Birth Research Paper Example | Topics and Well Written Essays - 500 words - 1

Gender Bias at Birth - Research Paper Example During 1990 Amartya Sen conducted a research named â€Å"More than 100 million women are missing† and figured out that there is a variation between the population of females in Western nations and Eastern nations (Sen 1). She even figured out that in nations that fall in the regions of Asia and Africa face the issue of lower birth rate of female gender than male gender. She even asserts that certain Asian nations such as Japan are experiencing women majority population while others that are less developed such as Pakistan and India experience male majority in the society. She further figured out that certain regions of India, the female population is in the majority and in other regions the male population is in majority. The most common reasons cited for decreased women population in an Eastern nation is that Eastern nations are sexist. Amartya argues that this is not true since there are certain Eastern nations such as Japan that have a women majority. A similar research was conducted by Sucharita Sinha Mukherjee named â€Å"Women’s Empowerment and Gender Bias in the Birth and Survival of Girls in Urban India†, in this research she figured out that the previously held view that as development arises, biases towards female birth and anti-feminists believe the decline is incorrect (Mukherjee 26). The researcher figured out that census of India has failed to accurately account for females in the nation. She even figured out that even during the census of 2001 sex selection at birth still occurs. The researcher focused on discrimination at birth in the context of gender still prevails even in the fast developing urban regions of India and the previously held view that this kind of discrimination only arises in underdeveloped nations is flawed. The researcher even figured out that rich families of India prefer birth of females as this does not cause the issue of inheritance.

Essay - Analyse of John Proctor from Crucible Essay Example for Free

Essay Analyse of John Proctor from Crucible Essay John is a flawed man. How, in spite of this, does Arthur Miller develop his character so that we admire him more and more as the play progresses? The crucible, by Arthur Miller, is a play that clearly shows many human struggles. Many of these come about as a result of the strict puritan society, in Salem, Massachusetts, in the 1660s witch trials. The first factor that the audience come across that start the hysteria is when some girls are caught dancing hiding in the woods. Because of how sinful it was to be seen doing unchristian things, one of the girls, Betty, got so scared of what could be the consequences that she just lied down on a bed for 13 hours without moving. Miller shows through the play, how people would comment on this fact referring to witchcraft, leading everyone to believe in the false accusations. One of the main roles on the play is that of John Proctor. He initially gets involved on Bettys case for his authority and respect from the others. Then, Miller presents Proctor as a lecher who abused the love of a 14 year-old girl, Abigail Williams, who would, later on, charge on the court Proctors wife, Elizabeth, of witchcraft imagining to get her out the way to Proctor. John Proctor, a farmer and a village resident in his middle thirties, He was a kind of man of a powerful body, even tempered. In Proctors presence, a fool felt his foolishness instantly. (Stage directions, Act One, page 16). Since Reverend Parris is appointed to the church in Salem, John Proctor starts to create empathy against Parris superior attitude and greed. As well as Parris, Putnam is also an obtuse figure. Proctor clearly leaves this message on act one: There is a party in this church. I am not blind; there is a faction and a party. (Parris, Act One) Against him and all authority. (Putnam, Act One). Proctor uses this suspicion to provoke anger in Parris even further. Why, then I must find it and join it. (Proctor, Act One). In the beginning, John truthfully tells Parris why he has not been at church recently. I have trouble enough without I come five mile to hear him preach only hellfire and bloody damnation. Take it to heart, Mr. Parris. There are many others who stay away from church because you hardly ever mention God anymore. (Proctor, Act One). Proctor exceedingly allows the fact that he cannot associate with Parris go on across his religious side. Tell me, you have three children? How come only two are baptized? (Hale, Act Two) I like it not that Mr. Parris should lay his hand upon my baby. I see no light of God in that man. Ill not conceal it. (Proctor, Act Two) John Proctor became a very guilty man with a troubled conscience, because of his affair with his servant Abigail. Abby, I may think of you softly from time to time. But I will cut my hand before Ill ever reach for you again. Wipe it out of mind. We never touched, Abby. (Proctor, Act One). Proctor has his mind set that he will not confess to anyone else about Abigail, in fear of ruining his good name and reputation. Once past the affair, Abigail became extremely jealous of Elizabeth Proctor. At the court, Abigail accused Elizabeth of witchcraft, by planning a way to look like Elizabeth watched Mary Warren make a doll and then she would have put a needle in the stomach of it, with the intention that the puppet would represent Abigail, herself. Abigail even stuck a needle into her own stomach to represent evidence. By the time Elizabeth was being arrested, Proctor, furious, accused Abigail and Parris revenge to be linked to his wife case: If she is innocent! Why do you never wonder if Parris be innocent, or Abigail? Is the accuser always holy now? Were they born this morning as clean as Gods fingers? Ill tell you whats walking Salem vengeance is walking Salem. We are what we always were in Salem, but now the little crazy children are jangling the keys of the kingdom, common vengeance writes the law! This warrants vengeance! Ill not give my wife to vengeance! (Proctor, Act Two). It is obvious that Proctor cares and respects his wife Elizabeth when he decides to bring to an end his adulterous relationship with Abigail. The caring and respectful feelings are renewed into loving devotion when Elizabeth is unjustly charged as a witch. He promises her, Ill bring you home. I will bring you home soon! (Proctor, Act Two), as she leaves. With the idea of getting his wife released, Proctor threatened Mary Warren to confess the truth to the court. She was one of the girls that got caught dancing in the woods, and because of it was helping the court to find the supposed witches. In desperation, he acted in a brutal way even physically, until she would accept to stand by him on the court and, controversially from all the things that she had already said, confess that the witchcraft accusations were all pretence. I will bring your guts into your mouth but goodness will not die for me. (Proctor, Act Two)

The Hound Of The Baskervilles Essay -- English Literature:

The Hound Of The Baskervilles Introduction The Hound of the Baskervilles is a traumatic and adventurous story about a legend that comes with the birth right of the Baskerville family. The story both begins and ends with tragedy. The story firstly begins with the death of Sir Charles Baskerville and a cunning and eccentric detective. Sherlock Holmes is thought of as a highly mannered but stubborn man whom is willing to get to the bottom of any case. â€Å"Watson examines a mysterious cane left in the office by an unknown visitor, and Holmes sits with his facing his friend. Holmes asks Watson what he makes of it, and Watson declares that his friend must â€Å"have eyes in the back of [his] head,† since he saw what he was doing. Holmes then admits that he saw Watson’s reflection in the coffee service, providing to Watson and us that he is an astute observer.† This shows that Mr Holmes is an honest man. As the story continues the reader finds that there is believed to be a curse within the Baskerville family. In this essay I am going to be looking into this story and pointing out ten key areas: Baskerville legend Death of sir Charles Arrivals at the Hall Views of the Locals Barrymore of the window Discovery of Sherlock Death of the convict Waiting for Sir Henry Attack on Sir Henry Death of Stapleton Sir Hugo, is described in the legend as â€Å"a wild propane and godless man.† This suggests that his inhumanity and â€Å"evil† make him potentially a viable enemy who will stop at nothing. It is Sir Hugo that sets the scene for the setting. Sir Hugo uses his power and Baskerville hall as a prison for the young girl. She manages to escape by, â€Å"the aid of the growth of ivy which covered the south walk.† The ivy indicated the age and wildness of the hall a... ...askerville† follows the traditional structure of a Victorian tale, with all the stereotypical characters, and all is resolved at the end of the novel. However, we do not know what happens to Stapleton in the end. We presume that he gets lost in the Grimpen mire and dies, but the author does not tell us what actually happens to him, to end the novel in suspense. This would be a change from the usual, so would entertain the Victorian audience. â€Å"Stapleton never reached that island refuge†¦sucked him in, this cold and cruel-hearted man is forever buried.† It is as if the countryside is a character in its own right, the moor gave birth to Stapleton’s scheme but it also took it away. The land is unsafe, walking alone is ainsane idea. â€Å"Holmes sank to his waist as he stepped from the path†¦had we not been there to drag him out he could never have set foot upon firm land again.†

Jules Cheret

Jules Cheret, a name synonymous to the Art Nouveau movement of the late 19th century, was born in 1836 in Paris into a humble family of typographers and artisans. Thus, creativity and aesthetic awareness were instilled in him as the household that he grew up in was one that was conducive to ingenuity and experimentation. Cheret invested the early years of his youth, receiving art training under a three-year apprenticeship with a lithographer, followed by drawing lessons in the evening under the French artist Horace Lecoq de Boisbaudran.As a young student, he absorbed and learnt a lot from some of the works of famous painters in the Louvre and other museums. Thus by the age of 18, Cheret’s unique artistic flair became noticeable and he was able to earn a simple living selling designs and illustrations to customers, most of whom were music producers. Cheret travelled to London in 1854, where he was exposed to the advanced techniques of lithography which not only awed him, but al so inspired him to improve his art by getting at par with the technological advancements of the time.Upon returning to Paris in 1858, Cheret induced that pictorial lithographic posters were the future of graphic design, but he found it extremely suffocating because none of the advertisers were convinced by this. He received his first stroke of luck in the form of a commission for a poster advertising Jacques Offenbach's operetta Orpheus in the Underworld. Thwarted when this failed to prompt more commissions, Cheret returned to London where he spent the next seven years evolving his lithography expertise, and consequently imbibing the British style of poster design and printing.During this time period, Cheret worked for Cramer publishers where he made illustrations, designed book covers and posters for music halls, theatres, cabarets, and circuses. Upon returning to Paris in 1866, Cheret’s friend introduced him to perfume manufacturer Eugene Rimmel, for whom he began designing perfume packaging. This collaboration, lead to Rimmel aiding the young designer in establishing his commercial color lithographic shop.Cheret was revolutionary for poster design, as he altered the age old lithography technique by formulating a process which made printing more cost effective, with high quality colors- which were a colossal contribution to the development of graphic design. Jules Cheret from that juncture went on to become a significant figure in graphic-design history, and the principal artist to make his reputation in the medium of poster art. He is attributed for enhancing the aesthetic nature of posters, y bequeathing it with flowing elegant designs and transforming it into an independent decorative art form. An ardent admirer and depicter of the female form in his posters, Jules Cheret’s subjects became so popular that the Parisians dubbed them ‘Cherrettses’. It was because of his patronage of this genre and the painters associated with it; f or the promotion of whom he published his book entitled Masters of the Poster ; that he began to be known as the ‘father of the Belle Epoque poster’.Jean-Honore Fragonard and Antoine Watteau, were renowned names from the Rococo movement. The frivolity depicted in their works influenced Cheret’s work most deeply, which is why we see this sense of fun and enjoyment of trivialities in the posters designed by him. The most prominent aspect of his poster Carnival 1986 is the contrast in colour of the man and woman. This use of such a dramatic shadow effect exudes immense mystery in the man, and inadvertently prompts the viewer to assume that it’s a possible reflection of the role he plays in this theatrical production.The colour green of the dress contributes in making the ‘Charett’ the focal point. This is also particularly so because the light green has been placed against a stark bright orange so the lighter colour is up lifted. . The orange and green come together to create great dramatic contrast and contributes to the eyes moving. Interestingly enough though, the brighter colour does not become the overriding force, instead it is the lighter colours placed on top that attract attention, such as the white of the fan and the green of the dress.The flowing dress and the angularity of her body posture all contribute towards achieving such a focal point. The tilted head and face looking directly at the viewers is immensely captivating. On a closer look one notices that there is a woman in between the two central characters, who is partially touched by the light that shines on the protagonists of the scene- her body isolated from the physical splendour of the two main characters. This could be taken to represent some trio or three way relationship which could be the dramatic aspect this story.Thus giving out a short teaser through the design of the poster to entice the interest of the onlooker too becomes one of the most pote nt aspects of poster designing for operas, plays and performances. This inadvertently leads me to ponder over how poster design requires a lot of understanding of the audience’s psyche and how exactly to manipulate it. The woman in the forefront is also the focal point because her skin is much lighter than the others, which inadvertently takes the viewers’ attention to her first.She is also in a vulnerable seated position, which symbolizes femininity and easiness, perhaps with a sexual connotation. The angle of the hand undeniably invites the viewer in to the composition most effectively. He has employed the use of decorative serif fonts in his heading to give his posters a formal and elegant feel- but details of the play have been written in sans serif to ensure clarity in reading. This understanding of and consequent justice to the choice of fonts is fascinating. Fonts most popular employed by Cheret were Antiqua and Bernhard Antiqua and Bernhard Fraktur.Jules Cheret ’s Loie Fuller poster for the Folies Bergeres is very characteristic of his style of design. The work space is dominated by a central figure of vibrant splendor engulfed by vivid gushing colors and beautiful swirling drapery. This poster is an iconic addition to his range of elated, graceful and energetic women- for which aptly dubbed ‘Cherettes' by the Parisians. Jules’ masterstroke of success can be attributed to these women that he showed in his posters- their low-cut bodices and exaggerated postures lead to his instant success.He used his ‘Cherettes’ to advertise anything from beverages and alcohol, perfumes, soaps, cosmetics to pharmaceutical products. Eventually he was promoting railway companies as well as a series of manufacturing businesses. The use of color and its understanding is brilliant, and here Cheret’s signature use of the colors orange and green are very evident. Jules Cheret possessed a magnificent palette of great chromati c intensity. The colors used by him in the overlap in his signature sophisticated and resolved manner.But using different tones of green and orange together definitely contribute to making it a very dynamic composition but with an intrinsic softness to it. The color starting from the light green on the top frill of the dress and gradually building up to the bright orange at the bottom left contributes immensely to eye movement as the colors aid it and let is travel most effortlessly. The flow in the strokes of the dress is so unrestricted still it contributes in bringing out the form and posture of the girl.The angle of the ‘Cherette’s’ posture invites the eye and allows it to tour the poster. The curve of the top dress brings the viewer in, going down to the tilt of the head, to the angularity of the head stylization of the figure is such that it gives this 2D form a very 3D feel to it as if the girl is going to emerge from the poster with her dress flowing. One very striking aspect of Jules Cheret’s is the dynamics of Cheret’s workspace- Jules has the brilliance to do justice to his given work space and to not let the colossal size of his posters become an impediment.In this poster, he played with a solitary figure and minimal text, but still did not ignore any space, leaving it to be perceived as static or idle- he does immense justice to the tools at his disposal. It is a strongly articulated poster which was envisioned to be appealing to those viewing it. Jules Cheret was in the good books of critics as he was fortunate to have them be very responsive to the work he produced. It was said that his work was ‘innovative, alive, a breath of fresh air’.He invented specific character types such as the â€Å"happy clown†, which is a large size painting that he made in 1881, but even as early as the 1860s, we see him employing the exact same clown image on the left middle of his poster ‘Concert des Ambas sedeurs’. Cheret’s mastery for color is worth noting. Over the course of analyzing these four posters, one realizes that he has the unique ability to play with color in a manner of showing the matt quality of soft hair, and the glossy hard technique which he is employing in this piece.Harold Hutchinson writes in â€Å"The Poster: An Illustrated History From 1860† that Jules Cheret realized ‘a poster did not have to show product; it merely had to produce â€Å"a reaction of amusement, curiosity, excitement or some positive feeling which will help make the right points,† to make a product sell’. Which is what he has very intelligently achieved in this poster – the presence of the girl and the clown would instigate a curiosity as to what this function may contain, but details of it are not dogmatically given out.This particular poster emanates a sense of ‘refined vulgarity’, which is a paradox on its own. Cheret’s post er distinctive characteristic is often the ‘violent curves’ of the female form. It can be analyzed in such a manner because in spite the fact that Cheret used women as the primary focus of his posters, their sensuality was presented in a more evolved and elevated manner unlike the posters designed in the arts and crafts movement. But as an analysis point, I believe that more than liberating the woman, Cheret created a fantasy of provocative beauty.This inadvertently was an unhealthy way to commence advertising. This poster is an apt example of Cheret’s sensuous ‘Cherettes’. Jules’ exploration of form, especially giving it this animated quality really distinguished him as the pioneer of poster art. This is an apt title for him, particularly because he was able to master the art of establishing unity between texts and images perfectly- the weight, font size and type all complement each other and the image so well.Cheret almost always employs the use of a single prominent figure, which dominates maximum of the workspace and like here; the girl in red dominates how the entire poster is laid out. This figure becomes the central feature that the rest of the characters and the text then need to co relate to. Alongside that, floral motifs are subtly often used by Cheret because he was someone very inspired by the beauty of nature. Thus in this poster too the girl in white in the background has a flower on her dress and the one in red in the forefront organic form/design on her dress. Elysse, montmartre bal masque’, was a poster for the masked ball held the Palace theatre- designed 1881. This poster is an apt example of the similarity between the painting style of James Ensor and those of the lithographic advertisements being designed by Jules Cheret. The two artists shared the innate qualities of working on a large scale, experimenting with bright colors and ‘caricaturel linearity’. It encompasses the eleganc e of the French and their carefree grace. In this poster, Cheret’s play with angles isn’t as lively as what he’s capable of.But still this diagonal slant binds in with the feel and message of the poster. Deliberate harmonious gestures contribute to the dance like quality which turns this mundane poster in to a masterpiece executed with superb technique and flatness of color. Cheret is a genius when it comes to color; here he is gently fading away background creating a very dynamic sense even though the foreground has a lot of character and agility. The light in this poster is intense but not yet harsh, it falls gently on the girl and her soft hair, enhancing the shape of her body and accentuating the colors around her too.Jules Cheret signature style was his free hand lettering, which had a very theatrical airy style to it. He used large fonts, and black outlined his caricature like linear figures here which make each poster such a unique work of art. Cheretâ₠¬â„¢s posters not only sold product but sold an image of ideal woman and ideal life style. With the advent of the Industrial revolution, people’s living standards were improving thus they were susceptible to being affected by the lifestyle that he depicted.

Evolution of Human Affairs Essay

Leo Darroch experiences â€Å"The Past is our Present to your Future† whenever she reads this inscription in front of the monument of the former Prime Minister Earl Grey in the center of the Newcastle upon Tyne, a city in UK. (Darroch, Online) These words, according to the author, were most probably inscribed to delve upon the people the value of maintaining traditions of the Catholic Church. This was love for traditions; quite unique and true but it is also true that from our past is born our present and from our present our future. The way we have adopted our lives and the way we are living today and caught in the vicious circle of our lives has been the result of more than 400 years of evolution of several human affairs in the form of several mile stones crossed in all social, economic, political, military as well as all in the spheres that human life can even think of. From the reign of the France’s King Louis XIV to the death of Napoleon Bonaparte in 1821, many changes took place, which had an everlasting impact not only in France and Britain but also whole of Europe and even many parts of the world, which were colonies. These changes were predominantly on account of the reforms constituted by the rulers in their respective periods. Many reforms took revolutionary turns changing complete life styles and whole traditional values and concepts on which their life was based. Many adventurous propositions of King Louis IV led to many wars in the Europe between the years 1650-1715. Several changes were witnessed in wars, and many theories, new techniques of warfare and new practices emerged with many culminating in what is known as modern way of warfare. He introduced special rewards for the most courageous and virtuous soldiers, and established new order to raise the power and prestige of the soldiers. King also announced for the soldiers revenue and pensions, which would increase according to the capability of the soldier. This was the established in the name of Saint Louis and only officers who had been serving in the troops and on the basis of merit and distinguished services were considered as eligible for the same and would get special honors and rewards. Today also we can see same military orders in several nations. Army officers are bestowed with various honors and rewards on virtue of their bravery and valor. According to historians, the reign of Louis XIV was beginning of the modern state. Many of the things we see today like centralized government, a centralized civil bureaucracy, national legislation, a national judiciary was initiated under the reign of Louis XIV. (Page, Online) Louis XIV was considered as the greatest ruler of his age and time and the impact of the reforms he laid we can still feel today. Years 1769 to 1821 saw rise of Napoleon Bonaparte in France, who is still known as the Emperor of swords unleashing his power over all Europe as well as Russia and threatened British Monarchy but according to historians, he was not only a monarch but also a great administrator. He left for his subjects and for their coming generations an incessant impact of his intelligence and heart; 20,000 miles of imperial roads, 12,000 miles of regional roads, thousands miles of canals were the efforts of Napoleon’s long sightedness. (Weider, Online) He also built the Great Cornice road along the Mediterranean coast, and the mountain roads, which were laid along the Alps through Simplon Pass and Mont Cenis, and many harbors were also expanded. (Weider, Online) It was his innovative and thought process that has made our travel smooth and easy and till today these roads are the lifelines of our economy and our whole life. There is also no doubt that the period of industrial and scientific revolution only made possible for us to zoom with a speed across these roads. Reaching destinations now takes very less time in contrast to the past. Napoleon also started various think tanks and research centers in France to begin their work on projects deemed very important for the national economy. He also set up an Industrial Board to facilitate the provision of data and information for the French Industry; now also there are many industrial boards helping the industries in all its spheres of activities. It was also the period of enlightenment and Napoleon took advantage of the same by establishing modern system of education. He transferred the administrative control of the public schools from the dominion of Catholic Church to the State, making schools as institutions of moral values, patriot feeling and the intelligence. Now nuns and priests were forbidden to teach in the public schools and under the reign of Napoleon, France might had been the first ever nation to set up high schools comprising different levels often called as â€Å"lycees centrales† (Haas, 1) for students scoring high average marks and also schools imparting knowledge on trade, mining, astronomy and varied related subjects, and now when we look at our schools today, we find the same system. In all the public schools, we are taught different subjects and even children of today are graded and put on the role in the schools depending on the interest of their subjects and also on their grade level. Napoleon also developed a civil code, which is still in force in France, known as the Code of Napoleon. (Haas, 1) Between the years seventeenth and eighteenth centuries were the years of many changes; the Age of Absolutism, the Scientific Revolution, the Enlightenment, the American & French Revolutions entered the lives of people of Britain, France, Europe and slowly yet steadfastly creped into the world with new thoughts, enlightenment, scientific discoveries and industrial revolution. Scientific revolution, which was thought to begin around 15th century, changed the scientific ideas which were popular in physics, astronomy and biology. Thoughtful and intelligent minds, scientists and scholars were questioning on the various beliefs and practices. People started believing sun as the center of the Universe, which was not so few decades back, secondly, the Aristotelian theory on the matter as continuous and made of Earth, Water, Air, Fire got changed to the notion that matter of atomic. Scientific revolution also questioned the predominant religious thoughts on the God and the existence of the Earth to the extent that we still believe such things today. We still believe Sun is the center of the whole Universe and now we question every thing, which is religious and natural. We often find ourselves asking what is God and what is nature? Is there any thing like God because no science has discovered this so for; we believe what is scientific? French revolution brought social changes; nobility and Feudal lordship was abolished and women, poor and the middle class got all the economic, social and political rights which were withheld by them before the revolution whereas after the American revolution, there was new hope of light for the colonists. The new nation that was created formulated new laws and new ideas with own governance providing common defense and general welfare. The effect of the changes brought about by the revolution we can see till today: women, poor and middle class people enjoy more rights today. Women can enter into any occupation of her choice and the poor and the middle class can exert all their social and political powers. All around us, we can see equality, fraternity, secularism and continuous progress. Though we are now wearing different style of clothes, live in the architecturally different houses having power of electricity enabling us to enjoy everything world is providing yet these are the fruits of those periods of 400 years old. The age of enlightenment during the same era made us perpetuate to think rationally on every aspect of life, which previously bounded us to age-old superstitious beliefs. Now whatever we are taught, we have every right to think on rational grounds. Philosophers of the period of enlightenment like Pascal, Descartes, Bayle, Montesquieu, Voltaire, Diderot, and Rousseau told us to adopt and believe in our power of reasoning. (Rempel, Online) Today too we could see ourselves discovering new things and every time new waves of thought process. We are today no doubt as a consequence of the revolutions of our bygone days, with more rights to get education, follow our religious ideals and political endeavors and enter into nationalist’s thoughts. We have more freedom, more privileges and more objects of luxury. We can reach across the globe sitting at home with the help of new technologies but at the same time, we have also confided ourselves in selfishness. With the modern techniques of warfare and nuclear bombs, we are always at the threshold of risk and moreover our scientific endeavors are rendering us more vulnerable to the threat of environment degradation and economic hatred. But overall we are now imbibed and bestowed with the greatest powers which should be enjoyed by human beings like their natural rights, rational thoughts, equality, secularism, nationalism and above all continuous progress. Works Cited Darroch, Leo. â€Å"The Past is our Present to your Future†. Internet (2002) Available: http://www. latin-mass-society. org/leounavoce. htm, April 3, 2008. Haas, Werner. â€Å"The Reforms of Napoleon and Their Impact on Europe. † Internet (2007) Available: http://www. associatedcontent.com/article/257247/the_reforms_of_napoleon_and_their_impact. html? cat=37, April 3, 2008. Page, Thomas M. â€Å"Age of Absolutism†. Internet. Available: http://history2. professorpage. info/absolutism. htm, April 3, 2008. Rempel, Gerhard. â€Å"AGE OF THE ENLIGHTENMENT. † Internet. Available: http://mars. wnec. edu/~grempel/courses/wc2/lectures/enlightenment. html, April 3, 2008. Weider, Ben. â€Å"The Assassination of Napoleon. † Internet. Available: http://www. napoleon-series. org/ins/weider/c_assassination_w. html, April 3, 2008.

The Top 10 French Gestures

The Top 10 French Gestures Gestures are frequently used when speaking French. Unfortunately, many gestures are not often taught in French classes. So enjoy the following very common hand gestures. Click on the name of the gesture, and youll see a page with an image of the relevant gesture. (You may have to scroll down to find it.) Some of these gestures involve touching other people, which is not surprising since the French are touchy-feely.  According to the French publication Le Figaro Madame (May 3, 2003), a study on heterosexual couples seated at a terrace established the number of contacts at 110 per half-hour, as compared to two for Americans. French Body Language in General For a full look at the intricacies of French body language, read the classic Beaux Gestes: A Guide to French Body Talk (1977) by Laurence Wylie,  Harvards longtime  C. Douglas Dillon Professor of French Civilization.  Among his telling conclusions: The French are  more controlled  (than Americans).  Their chest remains straight, their pelvis horizontal, their shoulders do not move and their arms are close to their body....There is something stiff and tense in the French way of moving.  This is why French clothes are too narrow, too tight for Americans.  Being very controlled with their bodies, the French need verbal expression as an outlet....Americans need more space to move.Your [the French] obsession with rationality leads you to give major importance to your head. The most characteristic French gestures are associated with the head: mouth, eyes, nose, etc. Of the dozens of iconic French gestures and facial expressions, the following 10 stand out as French cultural symbols. Note that these are not drawn-out affairs; they are done fairly quickly. 1.Faire la bise Greeting or saying goodbye to friends and family with a sweet (nonromantic) exchange of kisses is perhaps the most essential French gesture. In most parts of France, two cheeks are kissed, right cheek first. But in some regions, it can be three or four. Men do not seem to do this as often as women, but for the most part, everyone does it to everyone else, children included. La bise is more an air kiss; the lips do not touch the skin, although the cheeks can touch. Interestingly, this type of kiss is common in several cultures, yet many people associate it only with the French. 2.Bof Bof, aka the Gallic shrug, is stereotypically French. It is commonly a sign of indifference or disagreement, but it could also mean: Its not my fault, I dont know, I doubt it, I dont agree, or I dont care. Raise your shoulders, hold up your arms at the elbows with your palms facing out, stick out your lower lip, raise your eyebrows and say Bof! 3.Se serrer la main You can call this shaking hands (se serrer la main, or to shake hands) or the French handshake (la poignà ¨e de main, or  the handshake). Shaking hands is, of course, common in many countries, but the French way of doing it is an interesting variation. A French handshake is a single downward motion, firm, and brief.  Male friends, business associates, and coworkers shake hands when greeting and parting. 4.Un, deux, trois The French system of counting on the fingers is a bit different.  The French  start with the thumb for #1, while English speakers start with the index finger or the little finger. Incidentally, our gesture for loser means #2 to the French. Plus, if you order one espresso in a French cafà ©, youd hold up your thumb, not your index finger, as Americans would do. 5.Faire la moue The French pout is another oh-so-classic French gesture. To show discontent, distaste or another negative emotion, pucker up and push your lips forward, then squint your eyes and look bored. Voil la moue. This gesture shows up when the French have to wait for long periods, or they dont get their way. 6.Barrons-nous The French gesture for Lets get out of here! is very common, but its also familiar, so use it with care. Its also known as On se tire. To make this gesture, hold your hands out, palms down, and smack one hand down onto the other. 7.J'ai du nez When you tap the side of your nose with your index finger, youre saying that you are clever and quick-thinking, or youve done or said something smart. Jair du nez literally means that you have a good nose for sensing something. 8.Du fric This gesture means that something is very expensive, or that you need money. People sometimes also say du fric! when they make this gesture. Note that le fric is the French colloquial equivalent of dough, cash or money. To make the gesture, hold one hand up and slide your thumb back and forth across your fingertips. Everyone will understand. 9.Avoir une verre dans le nez This is a funny way to indicate that someone has had too much to drink or that person is slightly drunk. The origin of the gesture: a glass (une verre) symbolizes alcohol; the nose (le nez) becomes red when you drink too much. To produce this gesture, make a loose fist, twist it in front of your nose, then tilt your head to the other direction while saying, Il a une verre dans le nez. 10.Mon Å“il Americans express doubt or disbelief by saying, My foot! while the French use the eye. Mon oeil!  (My eye!) can also be translated as: Yeah, right! and No way! Make the gesture: With your index finger, pull down the bottom lid of one eye and say, Mon oeil!

A Guide to the IB Middle Years Program

A Guide to the IB Middle Years Program The International Baccalaureate ® Diploma Programme is growing in popularity at high schools around the world, but did you know that this curriculum is designed only for students in grades eleven and twelve? It’s true, but it doesn’t mean that younger students have to miss out on the IB curriculum experience. While the Diploma Programme is only for juniors and seniors, the IB also offers programs for younger students. The History of The International Baccalaureate ® Middle Years Programme The International Baccalaureate first introduced the Middle Years Programme in 1994 and has since been adopted by more than 1,300 schools around the world in more than 100 countries. It was originally designed to meet the growing needs of the students in the middle level, which roughly equates to students ages 11-16, at international schools. The International Baccalaureate Middle Years Programme, sometimes referred to as MYP, can be adopted by schools of any kind, including both private schools and public schools. The Ages Levels for the Middle Years Program The IB MYP is targeted to students ages 11 through 16, which in the United States, typically refers to students in grades six through ten. There is often a misconception that the Middle Years Programme is only for middle school students, but it in fact offers courses for students in grades nine and ten. Should a high school only offer grades nine and ten, the school may apply for approval to teach only the portions of the curriculum that relate to their appropriate grade levels, and as such, the MYP curriculum is often adopted by high schools that embrace the Diploma Programme, even if the lower grade levels are not offered. In fact, due to the similar nature of MYP and the Diploma Programme, the IB’s Middle Years Programme (MYP) is sometimes  referred to as Pre-IB. Benefits of The Middle Years Programme Course of Study The courses offered in the Middle Years Programme are considered to be preparatory for the highest level of IB study, the diploma program. However, the diploma is not required. For many students, the MYP offers an improved classroom experience, even if the diploma isn’t the end goal. Similar to the diploma program, the Middle Years Programme focuses on providing students with a real-world learning experience, connecting their studies to the world around them. For many students, this form of learning is an engaging way to connect with materials. In general, the Middle Years Programme is considered more of a framework for teaching rather than a strict curriculum. Schools have the ability to design their own programs within set parameters, encouraging teachers to embrace best practices in teaching and cutting edge technology in order to create a program that best fits with the mission and vision of the school. A holistic program, MYP focuses on the student’s entire experience while providing rigorous studies that are implemented through varied learnings strategies. The Approach to Learning and Teaching for the Middle Years Programme Designed as a five-year curriculum for approved schools, the MYP’s goal is to challenge students intellectually and prepare them to be critical thinkers and global citizens. Per the IBO website, â€Å"The MYP aims to help students develop their personal understanding, their emerging sense of self and responsibility in their community.† The program was designed to promote the fundamental concepts of â€Å"intercultural understanding, communication, and holistic learning.† Since the IB Middle Years Programme is offered globally, the curriculum is available in various languages. However, what is offered in each language may vary. A unique aspect of the Middle Years Programme is that the framework can be used in part or in whole, meaning schools and students can elect to engage in a few classes or the entire certificate program, the latter of which carries specific requirements and achievements that must be attained. The Middle Years Programme Curriculum Most students learn best when they can apply their studies to the world around them. The MYP places a high value on this type of immersive learning and promotes a learning environment that embraces real-world applications in all of its studies. To do so, the MYP focuses on eight core subject areas. According to IBO.org, these eight core areas provide, â€Å"a broad and balanced education for early adolescents.† These subject areas include: Language acquisitionLanguage and literatureIndividuals and societiesSciencesMathematicsArtsPhysical and health educationDesign This curriculum typically equates to at least 50 hours of instruction in all of the subjects each year. In addition to taking the required core courses, students also participate in an annual interdisciplinary unit that combines work from two different subject areas, and they also participate in a long-term project. The interdisciplinary unit is designed to help students understand how different areas of study integrate in order to provide a greater understanding of the work at hand. This combination of two different areas of learning helps students make connections between their work and begin to recognize similar concepts and related material. It provides an opportunity for students to delve deeper into their studies and find greater meaning behind what they are learning and the importance of the material in the greater world. The long-term project is a chance for students to delve into topics of study about which they are passionate. This level of personal investment in learning usually means students are more excited and engaged in the tasks at hand. The project also asks students to maintain a personal journal throughout the year to document the project and to meet with teachers, which provides ample opportunity for reflection and self-assessment. In order to qualify for the Middle Years Programme certificate, students much achieve a minimum score on the project. The Flexibility of the Middle Years Program A unique aspect of the IB MYP is that it offers a flexible program. What this means is that unlike other curriculums, IB MYP teachers are not constrained by set text books, topics or assessments, and are able to use the framework of the program and apply its principles to the materials of choice. This allows for what many consider to be a greater level of creativity and the ability to implement learning best practices of any kind, from cutting edge technology to current events and teaching trends. In addition, the Middle Years Program doesn’t have to be taught in its full format. It is possible for a school to apply to be approved to offer only a portion of the IB. For some schools, this means only offering the program in a few of the grades that typically participate in the Middle Years Programme (such as, a high school offering the MYP only to freshmen and sophomores) or a school can request permission to only teach some of the eight typical subject areas. It is not uncommon for a school to request to teach six of the eight core subjects in the final two years of the program. However, with flexibility comes limitations. Similar to the Diploma Programme, students are only eligible to receive recognition (the diploma for higher levels and a certificate for the Middle Years) if they complete the full curriculum and achieve the required standards of performance. Schools wishing their students to be eligible for these forms of recognition must register to participate in what the IB calls the eAssessment, which uses students’ ePortfolios of coursework to evaluate their level of achievement, and also requires students to complete on-screen exams as a secondary measure of aptitude and achievement. A Comparable International Program The IB Middle Years Programme is often compared to the Cambridge IGCSE, which is another popular international education curriculum. The IGCSE was developed more than 25 years ago and is also adopted by schools worldwide. However, there are some key differences in the programs and how students from each assess their preparation for the IB Diploma Programme. The IGCSE is designed for students ages fourteen to sixteen, so doesn’t span as many grades as the Middle Years Programme, and unlike MYP, the IGCSE offers set curriculum in each subject area. Assessments for each program differ, and depending on a student’s learning style, may excel in either program. Students in the IGCSE often still excel in the Diploma Programme but may find it more challenging to adapt to the varied methods for assessment. However, Cambridge offers its own advanced curriculum options for students, so switching curriculum programs isn’t necessary. Students wishing to participate in the IB Diploma Programme typically benefit from participating in the MYP instead of other middle-level programs.

Possible causes of destruction from space ( solar storms and possible Essay

Possible causes of destruction from space ( solar storms and possible impact from an asteroid or comet) that could lead to an apocalypse - Essay Example In that context, the longevity of earth is to a great extent a matter of coincidence and the spatial phenomenon like solar storms, and collision with asteroids or comets do have the potential to give way to an apocalypse. Before delving on the possible apocalyptic consequences of solar storms, one needs to delve into the scientific basis of these solar phenomenons. Simply speaking, a solar storm may refer to solar flare, Coronal Mass Ejection (CME) or a geomagnetic storm. The solar flares mostly get noticed as an abrupt brightening on the surface of the sun (Shipman, 1987, p. 266). This brightening of the solar surface is often interpreted as a massive release of energy of gargantuan proportions (Shipman, 1987, p. 266). The solar flares result into large scale ejections of atoms, ions and electrons from the sun’s corona into the space (Shipman, 1987, p. 266). These ejections of atomic and subatomic particles resulting from a solar flare do manage to reach the earth’s atmosphere. It is a possibility that the solar flares accompanied by a large scale energy release do have the potential to disrupt and even destroy the life on earth. It is a known fact that the sun’s energy does influence electromagnetic fields and the weather on earth. An unprecedented solar activity could someday drastically impact the human survival. They have the potential to drastically jeopardize the modern life by causing natural disasters, earthquakes, Tsuna mis, disrupting communication technologies, giving way to genetic mutations, jamming radio and satellite signals, and a plethora of other scientifically valid possibilities. It is a possibility that the very life nurturing potential of the sun could someday lead to an apocalypse. Coronal Mass Ejection (CME), simply put is a large scale burst of magnetic fields, solar wind and plasma from the sun’s corona into space (Ridpath, 1997, p.