Analysis of Goya's Art Essay Example | Topics and Well Written Essays - 1750 words

Analysis of Goya's Art - Essay Example A painting that depicts the ideologies of the time is from the â€Å"El Tres de Mayo† painted in 1814 with oil on canvas (see Appendix A). This particular painting represented the various movements of the time in terms of politics, culture, society and the philosophies of Goya. Analysis of Goya’s El Tres de Mayo The concepts that are represented in the painting of El Tres de Mayo begin with creating a narrative about the time frame and the Revolts that were occurring during the time frame in Spain. The painting is oil on canvas and is 266 x 345 centimeters. It is currently located at the Prado Museum in Spain and remains a collection that is representative of the changing culture of Spain. The date of release of the painting was in 1814 during the time of the Revolution in Spain and the Napoleonic Wars. The painting represents the subject matter of soldiers working from the political upheaval on one side of the canvas. The other canvas has the common man who is opposed to the political structure. A central man is located on the left side of the canvas with his hands in the air. Two men are lying in the left hand corner of the canvas that are dead while other men are circled around the central man who is holding his hands in the air. Some are bending over to one side while the others on the right are covering their eyes while moving up to a platform. The background behind the common men is a hill while the background behind this is a church or castle with two other buildings that are shaded into the area. The subject matter that Goya creates is one that is noted through specific techniques first. The lines that are in the subject matter create a division through the center of the canvas and build a division between light and dark. This is furthered with the light side of the canvas having the common men while the right side having the darker shades of gray and black. The techniques that Goya use don’t add in colors but instead use only shade s of white, gray and black as well as some browns. These are designed to blend into the other colors and to create lines while showing a darker subject matter that is representative of the revolts at the time. The shading that is used then moves into the division of light and dark between the two sides. This helps to accent the main subject matter of the common man while the other lines are pointing toward this as a highlight in subject material. The shading and the lines that are used are further highlighted with divisions that Goya creates through the individual subject matter of each of the men in the canvas. The lines are the main representation, specifically with the soldiers on one side. The perspective and lines remains straight with the stance of each of the soldiers while the guns are all held at a 90 degree angle. This helps to accent the organization of politics and points at how this creates the common man to become subjected to the political movements of the time. The l ines in the background of the building structures further highlight the revolts and problems that occurred at the time. The lines and divisions that are created on the side which is with lighter shades remains more chaotic and highlights the loss the men are going through. Instead of straight angles, there are rounder and more curved lines through each of the men, such as them bending over or falling. The only man who has a straighter angle is the main subject, shown by raised hands in the air. This highlights the common man and

Law Essay Example | Topics and Well Written Essays - 1750 words - 3

Law - Essay Example 541). It effectively allows individuals to challenge actions by Member States or the EU institutions through the ECJ but obtain an effective remedy from his national court. Article 234 also provides guidance on what national courts should do in the event that an individual seeks to invoke his/her Community rights in order to challenge national law. This is necessary because In most Member States concepts of sovereignty prohibit challenge to the legality of statute or, a fortiori, constitutional law. Furthermore, in most Member States there are lacunae, gaps in the legal protection of individuals, arising from traditional privileges and immunities. Sometimes these limitations are justified, sometimes they are not. (Steiner & Woods, 2003, p. 130) An EC decision is ‘binding in its entirety upon those to which it is addressed’ (Article 249). Italy therefore must implement the decision. Whilst EC decisions are not described as being ‘directly applicable’ they can be ‘directly effective’ (vis-Ã  -vis the State and the individual) provided the criteria for direct effects are satisfied: Grad v Finanzamt Traustein (case 9/70). Therefore Maria will have a remedy against her employer provided it is an ‘organ of the state’ and she can establish her allegations of unfair treatment. (2) Where such a question is raised before any court or tribunal of a Member State, that court or tribunal may, if it considers that a decision on the question is necessary to enable it to give judgment, request the Court of Justice to give a ruling thereon. (3) Where any such question is raised in a case pending before a court or tribunal of a Member State, against whose decisions there is no judicial remedy under national law, that court or tribunal shall bring the matter before the Court of Justice. There are a number of points to note from the Article. Only a court or a tribunal may

Wireless security Essay Example | Topics and Well Written Essays - 500 words

Wireless security - Essay Example The reason is that hackers break into the networks to identify the security holes present in the networks. The aim of the hackers is not to commit theft, destroy, or steal any sort of private information; rather the intention is to make the network administrators improve the security of their networks. Ciampa (2009) found that a hacker is a person who makes use of advanced programming skills and techniques to break illegally into any specific computer system in order to expose the security flaws (p. 16). Some attackers believe that the act of hacking is ethical because the aim is neither to steal information nor to create any sort of problem for the user of the computer system. If a hacker attacks my personal computer system, it will make me aware that the security features, which I have implemented for the protection of my computer, are not strong enough to combat the attacks of the hackers. Therefore, I would like a hacker to break into my security wall to identify the security fla ws in my system, which will make me improve my security by installing more trustworthy and reliable security features in order to make my computer more safe and secure than before.

Describe an activity Essay Example | Topics and Well Written Essays - 500 words

Describe an activity - Essay Example h the questions that Cvitanic and Hoegerman (2013), Opinion Co-Editors of Daily Nexus, asked: â€Å"What can we learn [from these negative effects of our social activities]?† These beach cleanups made me realize that, apart from school activities, community experiences contribute to my development as a global, environmental citizen, if I both learn how to ask questions and to offer answers through personal and collective action. Community interactions, especially through voluntary experiences, help me become a global citizen because I ask action-oriented actions and offer solutions and contribute to collective action. Sexuality is not wrong, but leaving behind litter because of its expression is. After finding numerous used and unused condoms, I thought about how irresponsible these people must be to have sex so openly and yet not minding their trash. Paul and Elder (1999) underscored the importance of asking questions in teaching, learning, and thinking. They said: â€Å"Questions define tasks, express problems and delineate issues.† Many of those who litter in Isla Vista are not only community members, but also outsiders. My questions go to all of us who partake in these community events are: How should global citizens inject responsibility into the meaning of â€Å"partying† in modern society? How can be nurture thinkers who ask their accountability for their community actions? Because of t hese cleanups, I realized the role of thinking in being responsible global citizens who visit and attend different community affairs. Apart from asking questions, these volunteer experiences helped me offer personal solutions, while contributing to collective efforts. As I clean up, I reduce litter in the beach, and together with volunteers, we hopefully provide a model of good conduct to the community. These efforts contribute to my global citizenship by making me aware of my connection to others through our oneness in the community. Apart from global citizenship, I learned

The Role Of Physical Education In The Universities Essay

The Role Of Physical Education In The Universities - Essay Example Life is full of expectations and it is important that physical education is provided to students so that they can be fully equipped to meet difficulties in life. Therefore physical education is important as it teaches so much more than just education. Education is limited to the classroom only while physical education is within the field or play area of a school or university. It is important that physical education is given to students so that they become stronger and their minds can open up in a very good way. Their strength would focus on building up the society within the future. Also, physical education is a must in today’s times because it puts the students ahead of those students who do not receive physical education. These students remain alert and very active on a day to day basis. They can do their work tasks in a very quick way and get rid of the problems that are within their lives. Their minds become stronger and thus they are always on alert about the environment where they live in. It is a fact that physical education takes care of the mind and the body more than just education, which is boring at times. The sports and fitness classes within universities and schools are important because they look to make the students very fit and sporty. The physical education is necessary as so much more takes place than just physical education. The students become very fit and their bodies come in proper shape. They look like active citizens of society. They start contributing more and more when they are physical educated. These sports and fitness classes bring the best within the students and make them look like good human beings.

Drama and Theater Essay Example for Free

Drama and Theater Essay What is drama? What are the similarities and differences between Greek Drama, Renaissance Drama, Kabuki Drama, and Contemporary Drama? Drama is tension. In the context of a play in a theatre, tension often means that the audience is expecting something to happen between the characters on stage. Will they shoot each other? Will they finally confess their undying love for one another? Drama derived from the Greek verb dran, meaning â€Å" to act† or â€Å"to do†, refers to actions or deeds as they are performed in a theatrical setting for the benefit of a body of spectators. Drama is often combined with music and dance: the drama in opera is sung throughout; musicals include spoken dialogue and songs; and some forms of drama have regular musical accompaniment (Banham, 1998). Drama was the crowning glory of the Athenian Age. This period has been called by different terms. It has been called the Age of Pericles because Pericles was the ruling power in Athens at the time. It has been also called the Athenian Age because Athens became the white-hot literary center of Greece, and it has been called the Golden Age because the drama flourished during this period. There were three great tragic writers: Aeschylus, Sophocles, Euripides, and Aristophanes, the greatest writer of comedy the world has ever produced ( Serrano Lapid, 1987, p. 26) Drama and Theater The theatre of ancient Greece, or ancient Greek drama, is a theatrical culture that flourished in ancient Greece between c. 550 and c. 220 BCE. It is true that there is much in human nature that loves dramatic presentation, for man loves to imitate other persons. Gestures by a narrator or an orator may be considered dramatic, but these are only disjointed actions; there is a wide step between this and dramatic actions. The Greeks gave the drama as a literary form to the world. The drama of antiquity is very different from the drama as we now know it. It had dignity, nobility, and power. It had little of the spontaneity and easy naturalness of modern plays. The Greek drama was cut up into situations or episodes, and between these episodes were choral recitations of great length. These choral recitations, though they had beauty and power, slowed the action and interrupted the forward movement of the story. The choruses however, were visually attractive. The participants, competed with each other in the splendor of their dresses and the excellence of their singing and dancing (Serrano and Lapid, 1987, p. 26-27). Some example of the Greek drama were the Story of Agamemnon and Clytemnestra , by Aeschylus and The story of Oedipus The King by Sophocles (p. 28). Primary in a true appreciation of Renaissance drama is the poetry. The theatre of their day was a poetical one. Rather than being confused by the poetry we find in these plays, we need to understand why the poetical theatre was, and is, superior in expression and more powerful in emotion than a realistic one. Their stage was conventionalor poetical while todays stage is realistic. As an example, in Shakespeares Timon of Athens Timon is disgusted with mankind, hating all of the supposedly decent people he knows. When confronted by thieves he tells them to go about their work merrily; everyone steals, and he offers examples of thievery: Ill example you with thievery: The suns a thief, and with his great attraction Robs the vast sea; the moons an arrant thief, And her pale fire she snatches from the sun; The seas a thief, whose liquid surge resolves The moon into salt tears; the earths a thief, That feeds and breeds by a composture stoln From genral excrement; each thingss a thief. (Timon of Athens 4. 3. 438-45). Kabuki, like other traditional forms of drama in Japan as well as in other cultures around the world, was (and sometimes still is) performed in full-day programs. Rather than attending a single play for 2–5 hours, as one might do in a modern Western-style theater, one would escape from the day-to-day world, devoting a full day to entertainment in the theater district. Though some plays, particularly the historical jidaimono, might go on for an entire day, most plays were shorter and would be arranged, in full or in part, alongside other plays in order to produce a full-day program. This was because it was required in kabuki play to get the audience showing different preference that is in either the history plays or domestic plays like a drama, to enjoy during the full-day program. Contemporary Drama was never very popular after World War I, drama in a realist style continued to dominate the commercial theatre, especially in the United States. Even there, however, psychological realism seemed to be the goal, and nonrealistic scenic and dramatic devices were employed to achieve this end. The plays of Arthur Miller and Tennessee Williams, for instance, use memory scenes, dream sequences, purely symbolic characters, projections, and the like. Even ONeills later works-ostensibly realistic plays such as Long Days Journey into Night (produced 1956)-incorporate poetic dialogue and a carefully orchestrated background of sounds to soften the hard-edged realism. Scenery was almost always suggestive rather than realistic. European drama was not much influenced by psychological realism but was more concerned with plays of ideas, as evidenced in the works of the Italian dramatist Luigi Pirandello, the French playwrights Jean Anouilh and Jean Giraudoux, and the Belgian playwright Michel de Ghelderode. In England in the 1950s John Osbornes Look Back in Anger (1956) became a rallying point for the postwar angry young men; a Vietnam trilogy of the early 1970s, by the American playwright David Rabe, expressed the anger and frustration of many towards the war in Vietnam. Under he influence of Brecht, many postwar German playwrights wrote documentary dramas that, based on historical incidents, explored the moral obligations of individuals to themselves and to society. An example is The Deputy (1963), by Rolf Hochhuth, which deals with Pope Pius XIIs silence during World War II. The contemporary drama does not purport to be easy; it insists on a greater understanding of all things pertinent to modern humanity and its relationships to religion, societal order, psychology in order to appreciate its message; however, it critically acknowledges that most of us remain ignorant to all the former. Thus, the drama instructs, irritates, challenges, and begs for intelligence in order to gain from its message. It remains didactic, combined with pleasure, but always wishing to challenge the current notions of authority. References http://www. clt. astate. edu/wnarey/modern_contemporary_drama. htm Banham, Martin, (1998 ed. ). The Cambridge Guide to Theatre. Cambridge: Cambridge University Press. ISBN 0521434378. Serrano, Josephine and Lapid, Milagros, (1987). English Communication Arts and Skills Through World Literature. Phoenix Publishing House, Inc.

Do People Deserve The Death Penalty Philosophy Essay

Do People Deserve The Death Penalty Philosophy Essay What is capital punishment, and what do people do to deserve such a misfortunate fate? Capital punishment is the death penalty and is performed on criminals who have committed heinous acts of murder, rape, or a combination of the two crimes. When the words death penalty are used, it makes activists from opposite ends of the spectrum yell and scream, trying to make their voices and thoughts heard. Some people would say that using the death penalty deters criminals from performing crimes while others disagree and would say innocent people are killed needlessly with the death penalty. Regardless of the great debate, the death penalty should remain legal and be used sparingly on criminals who can be convicted and proven guilty without a reasonably doubt. The death penalty has always been a very touchy subject because of the moral obligations humanity has to the treatment of others and the obligation to the victims in acts of animosity. The death penalty was legal up until 1972, when the Supreme Court declared the punishment unconstitutional in Furman vs. Georgia (Liptak, 2007). In this particular case, Furman was burglarizing a home when the family members discovered him. In an attempt to flee, Furman tripped, and the gun he was carrying went off and killed a member of the house. He was convicted of murder and sentenced to death (Oyez Project, n.d.). However, the Supreme Court ruled that in cases similar to this one, like Jackson v. Georgia and Branch v. Texas, that the death penalty was a violation of the Eight and Fourteen Amendments which state that cruel and unusual punishment are unconstitutional. Four years later, the Supreme Court reversed the decision with Gregg vs. Georgia. Gregg was charged with armed robbery and murder whe n he robbed two men and gunned them down. Gregg was later found guilty and sentenced to death (FindLaw, n.d). The key difference between Furman vs. Georgia and Gregg vs. Georgia was that Furman fell and accidently killed while Gregg killed two men without mercy so that he could rob them. Because of Greggs actions, the Supreme Court overturned their previous decision, and the death penalty was reinstated. Despite the reinstatement of the death penalty, thirteen states in America do not have the death penalty. These states are Alaska, District of Colombia, Hawaii, Iowa, Maine, Massachusetts, Michigan, Minnesota, North Dakota, Rhode Island, Vermont, West Virginia, and Wisconsin. Without the death penalty institutionalized in these states, they have a higher crime rate than the states that do have the death penalty ( Death Penalty Information Center, 1992). According to H. Naci Mocan, an economist at Louisiana State University, there is a deterrent effect on criminals who live in states that have the death penalty. Mr. Mocan, along with several other economists, conducted studies over the past decade and compared the numbers of executions in different areas with homicide rates over time. The conclusion these economists found in roughly a dozen studies is that for each inmate put to death three to eighteen murders are prevented (Liptak, 2007). In addition to preventing murders and crimes, states that have legalized the death penatly do tend to have a lower crime rate than states that do not have the death penatly. Nothing will completely deter someone from comitting a crime, however, according to Johanna M. Shepherd, a law professor at Emory, People do respond to incentives (Liptak, 2007). The evidence of such a powerful statement has been proven through numerous of studies conducted over the past decade. Although the death penalty provides incentives for people not to commit crimes, there are a few that are not capable mentally to understand their wrongs. It has always been a major concern of humanity activists that one day a mentally ill criminal may be sentenced to death. The existence of mentally ill criminals who do not comprehend the reason or the reality of their crimes is one major reason why the death penalty should be used sparingly if it is to remain legal throughout the states. It is all right for a jury to convict a criminal who is sane when there is no reasonable doubt. However, to convict a mentally ill person violates the U.S. constitution with the court case ruling of Ford vs. Wainwright. This ruling left the determination of insanity up to each individual state (Amnesty International USA, 1961). With a mentally ill criminal, there is no justice or satisfaction with the death penalty. Using the death penalty on someone incapable of understanding the extremity of his o r her crimes is like sentencing an innocent man to die. Instead of killing someone who could have no more understanding of the law than a five year old, the judge and jury should have the right to give the person life without parole rather than the death penalty. Although the death penalty was not used in The Leo Frank Case, the principle of convicting an innocent man to die remains the same. The Leo Frank Case began in Atlanta were a thirteen-year-old girl was found raped and strangled in a local pencil factory owned by a Jewish man named Leo Frank. Leo Frank was arrested and participated in a rigged trial were witnesses lied continually on the stand and convinced the jury, judge, and bystanders that Leo Frank was guilty without a reasonable doubt. Leo Frank was sentenced to death and hung in the hometown of Mary Phagan. Four years later, the real murderer of Mary Phagan was convicted and sentenced to death. According to old police files that never came into evidence in Leo Franks court case, a worker of Franks by the name of Jim Conley was proven to be the murderer when he confessed on his deathbed (Dinnerstein, 1966). Leo Frank had been an innocent man convicted to die because of poor judgment. Although the case happened many years ago, th e same poor judgment in our court systems continues today. That is why the death penalty should only be used when there is no reasonable doubt that the criminal is guilty of committing the crime. Life without parole is a much better alternative for an innocent man rather than killing him for a crime he did not commit. Because with the sentence of life without parole, the man could file for appeals and prove his innocence rather than his life being taken away to false witnesses or corrupted judges who have a second agenda. Although the death penalty has saved many innocent lives and given many people peace, the process should always be used as a last resort. The death penalty should be used sparingly because the process deters some, not all, criminals from committing crimes. According to the U.S. constitution, mentally ill criminals cannot be put to death. In addition, innocent people die by the death penalty and are never given a chance to prove their innocence. The death penalty will always be a touchy subject no matter how many years pass. However, although the death penalty saves lives and protects the interests of the citizens of America, the death penalty should be used sparingly and wisely because life without parole is always a better alternative than death.