Capitalism Essay Example | Topics and Well Written Essays - 250 words - 2

Free enterprise - Essay Example The fourteen century emergency prompts rise of present day free enterprise. Land proprietorship and rural creation offered ascend to clashes. The courses of action of manorial frustrate the advancement of free enterprise. This was when masters power serfs to create which obstruct them from getting interests through mechanical developments. The serfs could just create what was sufficient for their families. Extension of influence and riches by rulers prompted obvious utilization. The emergency in the century was through terrible climate, efficiency in farming and impediments on innovation. There was division of classes because of ascent of connections which were legally binding among serfs and rulers. Feudalism established frameworks vital for robotic turn of events. Investigation likewise encourages the improvement of free enterprise. The ascent of rivalry prompted formation of the new model. It prompted winning and losing. Feudalism which prompted unthinking prompted responsibility for and private parts. Choices of private segments, costs of various wares, merchandise creation and circulation portray ventures, which prompted free markets (Heilbroner et al, 2011). Roman Empire presents vendor private enterprises which were progressed. This returns to advancement of Islamic free enterprise. Modern free enterprise, transformations and division of work are a portion of the elements that prompted production of new model. There are numerous similitudes among Newton and Adam Smith. For instance, Adam Smith distinguished didactical mode which he named as Newtonian strategy. Smith helped in finding general laws of financial aspects while Newton found common laws of movement. John Millar proclaimed Smith as Newton’s political economy. Both added to the undertaking of social union and equalization. As indicated by Newton, straightforwardness satisfies nature yet centers around economy which was humiliate by Smith. Ricardo and Malthus are negative about the eventual fate of private enterprise. Malthus from his hypothesis neglect to foresee creation

Photography Essay Example For Students

Photography Essay Photography is a strategy of creating lasting pictures on sharpened surfaces by methods for the photochemical activity of light or different types of brilliant vitality. In todays society, photography assumes significant jobs as a data medium, as an instrument in science and innovation, and as a work of art, and it is likewise a well known side interest. It is basic at each degree of business and industry, being utilized in publicizing, documentation, photojournalism, and numerous different ways. Logical research, running from the investigation of space to the investigation of the universe of subatomic particles, depends intensely on photography as an apparatus. In the nineteenth century, photography was the space of a couple of experts since it required huge cameras and glass photographic plates. During the main many years of the twentieth century, in any case, with the presentation of move film and the crate camera, it came surprisingly close to people in general all in all. Today the business offers novice and expert picture takers a huge assortment of cameras and embellishments. See additionally Motion Picture. The Camera and Its AccessoriesModern cameras work on the essential standard of the camera obscura (see Historical Development, underneath). Light going through a minuscule gap, or opening, into an in any case lightproof box throws a picture on a superficial level inverse the gap. The expansion of a focal point hones the picture, and film makes conceivable a fixed, reproducible picture. The camera is the component by which film can be uncovered in a controlled way. In spite of the fact that they vary in basic subtleties, present day cameras comprise of four fundamental parts: body, shade, stomach, and focal point. Situated in the body is a lightproof chamber wherein film is held and uncovered. Additionally in the body, situated inverse the film and behind the focal point, are the stomach and screen. The focal point, which is joined to the front of the body, is really a gathering of optical glass focal points. Housed in a metal ring or chamber, it permits the picture taker to concentra te a picture on the film. The focal point might be fixed set up or set in a portable mount. Articles situated at different good ways from the camera can be brought into sharp concentration by altering the separation between the focal point and the film. The stomach, a roundabout opening behind the focal point, works related to the shade to concede light into the lighttight chamber. This opening might be fixed, as in numerous beginner cameras, or it might be movable. Customizable stomachs are made out of covering portions of metal or plastic that, when spread separated, structure an opening of a similar distance across as the focal point; when fit together, they structure a little opening behind the focal point of the focal point. The gap openings compare to numerical settings, called f-stops, on the camera or the focal point. The shade, a spring-initiated mechanical gadget, shields light from entering the camera with the exception of during the interim of introduction. Most current cameras have central plane or leaf shades. Some more seasoned beginner cameras utilize a drop-cutting edge screen, comprising of a pivoted piece that, when discharged, pulls over the stomach opening and uncovered the film for around 1/30th of a second. In the leaf shade, right now of introduction, a group of coincided sharp edges springs separated to reveal the full focal point opening and afterward springs shut. The central plane screen comprises of a dark shade with a variable-size cut over its width. When discharged, the shade moves rapidly over the film, uncovering it dynamically as the cut moves. Most present day cameras likewise have a type of survey framework or viewfinder to empower the picture taker to see, through the perspective of the camera, the scene being captured. Single-focal point reflex cameras all consolidate this plan highlight, and practically all broad use cameras have some type of centering framework just as a film-advance component. Camera DesignsCameras arrive in an assortment of setups and sizes. The main cameras, pinhole cameras, had no focal point. The progression of light was controlled just by hindering the pinhole. The main camera as a rule use, the case camera, comprises of a wooden or plastic box with a straightforward focal point and a drop-cutting edge screen toward one side and a holder for move film at the other. The case camera is outfitted with a basic viewfinder that shows the degree of the image region. A few models have, what's more, a couple of stomach gaps and a basic centering gadget. The view camera, utilized fundamentally by experts, is the camera nearest in configuration to early cameras that is still in across the board use. In spite of the special ability of the view camera, be that as it may, other camera types, as a result of their more noteworthy flexibility, are all the more regularly utilized by the two novices and experts. Boss among these are the single-focal point reflex (SLR), twin-focal point reflex (TLR), and rangefinder. Most SLR and rangefinder cameras utilize the 35-millimeter film group, while most TLR just as some SLR and rangefinder cameras utilize medium-design filmthat is, size 120 or 220. View CamerasView cameras are commonly bigger and heavier than medium-and little organization cameras and are regularly utilized for studio, scene, and design photography. These cameras utilize huge arrangement films that produce either negatives or transparencies with far more prominent detail and sharpness than littler organization film. View cameras have a metal or wood base with an outfitted track on which two metal guidelines ride, one in front and one in back, associated by a cries. The front standard contains the focal point and shade; the back holds a surrounded ground-glass board, before which the film holder is embedded. The body arrangement of the view camera, in contrast to that of most universally useful cameras, is flexible. The front and back measures can be moved, tilted, raised, or swung, permitting the picture taker amazing control of point of view and core interest. Rangefinder CamerasRangefinder cameras have a viewfinder through which the picture taker sees and casings the subject or scene. The viewfinder doesn't, be that as it may, show the scene through the perspective yet rather intently approximates what the focal point would record. This circumstance, where the perspective of the focal point doesn't coordinate that of the viewfinder, brings about what is known as parallax. At longer separations, the impacts of parallax are insignificant. At short separations, in any case, they become increasingly articulated, making it hard for the picture taker to outline a scene or subject with conviction. Reflex CamerasReflex cameras, both the SLR and the TLR types, are furnished with mirrors that reflect in the viewfinder the scene to be captured. The twin-focal point reflex is box-formed, with a viewfinder comprising of a level ground-glass screen situated at the highest point of the camera. Mounted vertically on the front board of the camera are two focal points, one for taking photos and the other for review. The focal points are coupled, with the goal that centering one naturally centers the other. The picture shaped by the upper, or review, focal point is reflected to the survey screen by a fixed mirror mounted at a 45-degree edge. The picture taker centers the camera and alters the sythesis while taking a gander at the screen. The picture shaped by the lower focal point is centered around the film at the rear of the camera. Like rangefinder cameras, TLRs are dependent upon parallax. In the SLR sort of reflex camera, a solitary focal point is utilized for both survey the scene and snapping the picture. A pivoted reflect arranged between the focal point and the film mirrors the picture framed by the focal point through a five-sided crystal and onto a ground-glass screen on the camera. Right now the shade is opened, a spring naturally hauls the mirror out of the way among focal point and film. As a result of the crystal, the picture recorded on the film is actually that which the camera focal point sees, with no parallax impacts. Most SLRs are accuracy instruments furnished with central plane shades. Many have programmed presentation control includes and worked in light meters. Most present day SLRs have electronically activated screens. Openings, as well, might be electronically incited or they might be balanced physically. Progressively, camera makers produce SLRs with programmed centering, a development initially saved for novice cameras. Minoltas Maxxum arrangement, Canons EOS arrangement, and Nikons propelled proficient camera, the F-4, all have self-adjust ability and are totally electronic. Focal handling units (CPUs) control the electronic capacities in these cameras (see Microprocessor). Minoltas Maxxum 7000i has programming cards that, when embedded in an opening on the camera, grow the cameras capacities (see Computer). Self-adjust cameras use gadgets and a CPU to test consequently the separation among camera and subject and to decide the ideal introduction level. Most self-adjust cameras skip either an infrared light pillar or ultrasonic (sonar) waves neither here nor there to decide separation and set the core interest. A few cameras, including Canons EOS and Nikons SLRs, utilize detached self-adjust frameworks. Rather than discharging waves or shafts, these cameras consequently alter the focal point of the focal point until sensors recognize the zone of most extreme differentiation in a rectangular objective at the focal point of the centering screen. Plan ComparisonsOf the three most generally utilized structures, the SLR is the most mainstream among the two experts and beginners. Its most noteworthy bit of leeway is that the picture seen through the viewfinder is basically indistinguishable with that on which the focal point is engaged. Moreover, the SLR is commonly simple and quick to work and accompanies a more noteworthy assortment of compatible focal points and frill than the other two camera types. Business morals EssayThe nature of PC created pictures was, up to this point, mediocre compared to carefully photographic pictures. Most nonindustrial shading printers and laser printers can't yet create pictures with the tonal range, goals, and immersion of photos. A few frameworks, be that as it may, for example, Presentation Technologies Montage Slidewriter and the Linotronic framework, are prepared to do

A Comparison of Social Classes in America vs. 1984 :: Comparison Compare Contrast Essays

Social Classes in America versus 1984 In the event that you have ever perused the book 1984 by George Orwell, at that point an intriguing subject may have entered your thoughts. The way the classes of individuals separate can be very comparative, and altogether different now and again. In the United States, we have classes like the lower class, the common laborers, and the white collar class. In 1984, there were such classes as the Proles, the Outer Party, and the Inner Party. The manner in which the classes are separated in 1984 helps me a tad to remember my old history class. At the point when I contemplated medieval occasions and the classes in those days were separated into the nobles, the common, and the serfs. It is truly intriguing to separate the different classes and locate their comparative subtleties and their various subtleties. Clearly the distinctions are more noteworthy in number and some of them genuinely outrageous. Be that as it may, that will be normal. As I would like to think, the manner in which Orwell composed the book causes his reality to appear to be more similar to an oppressed world than an ideal world. The main network that I have seen that I would even consider calling an ideal world is Star Trek. I can't consider Oceania to be being an ideal vision of bliss. Everybody is continually being watched, individuals aren't permitted to have their own contemplations, their previous history is completely made up. I don't perceive how it could deteriorate than that. Except if you are an individual from the Inner Party. They can have their own musings and aren't observed constantly. The least class in Oceania, the Proles, can likewise have their own contemplations. In any case, No one considerations what the proles say(Orwell, p11). So their contemplations never truly get heard or gave any consideration to in any event. The Inner Party fundamentally runs things and they just do what they need. They have no motivation to tune in to the proles. To all the more unmistakably depict the classes in 1984, I will portray a portion of the qualities of the three gatherings. Every individual from the Outer Party had a telescreen in their home that observed each move they made. The telescreen couldn't be killed. They had to wear a declaration of calm confidence when confronting the telescreeen (Sheppard). The gathering individuals needed to wear blue overalls and were given a set number of coupons to exchange for garments, nourishment, and different things, for example, that.

Berkeley Wait List Essay Samples

Berkeley Wait List Essay SamplesThere are quite a few Berkeley wait list essay samples available for your use and they can give you great ideas for writing your own well-written, well-formulated essay. Writing an essay is no easy task and you need to make sure that you do not end up doing it with something too long or too easy so that your essays remain interesting and can be used as reference material in college.One of the best things about submitting your resume to Berkeley is that the admissions officers will be able to provide you with many sample essays. It is important to get several different samples of your papers so that you do not end up doing the same one over again. Not only this, but it would also help in getting an idea of the kind of paper you have written since you can also make an assessment of how well it fits the needs of Berkeley.Here are some examples of Berkeley's sample essays that you can get from their website. The first is entitled 'An Interview for an Urban Associate'. The second is called 'Listening to Your Mom.'The first one is from the Berkeley campus guide on applying for a job in a certain department of the school. In this article, you will learn the basic duties of the role, including the pay, the work schedule, the commute, and the benefits. You will also learn how to start working towards the qualification and how to handle rejection in the interview.The second one is from the Berkeley campus guide on applying for an internship. This is the second section of the guide which explains the steps needed for planning a resume, submitting the resume, and getting recommendations from friends. Here, you will learn about the format of the letter, your admission requirements, and how to make a good impression on potential employers.The last example is from the Berkeley campus guide on applying for a TA position. Here, you will learn how to prepare for the interview and about the guidelines that you need to follow so that you do not get found out by the people who will select you for the position. The two parts of this guide include the hiring process and of course the application process itself.These are just a few examples of the Berkeley wait list essay samples you can get from their website. Berkeley offers a number of different courses such as biology, philosophy, history, English, psychology, etc. If you have some questions regarding the admissions requirements, you can check their website.

Mma And Regina Settled On The Couch - 1490 Words

mma and Regina settled on the couch. Regina casually leaned sideways against the back, facing Emma, with her legs tucked underneath herself, while Emma sat rigidly, fiddling with her hands. â€Å"Why don’t you start by telling me what you have?† Regina asked. Emma took a deep breath, â€Å"Okay. Well, I have Ehlers-Danlos, Postural Orthostatic Tachycardia Syndrome, or POTS for short, and Chronic Lyme Disease.† â€Å"I’ve heard of Lyme disease, but I didn’t know it could be chronic? And what are the other two?† â€Å"Ehlers-Danlos is a genetic condition where basically my body sucks at making collagen. The collagen my body produces is faulty. It’s um†¦it’s kinda like if you replaced a bottle of glue with honey, it will be sticky, but it won’t hold well, so†¦show more content†¦It doesn’t make what you’re going through any less significant. And what you’re going through doesn’t make you any less of a person.† â€Å"So†¦you still-you still want to, like, hang out with me and stuff? Even though I sleep a lot and sound like an idiot when I talk and can’t walk long distances and-† Regina chuckled and placed a kiss on the blonde’s lips. â€Å"Yes, I still want to ‘hang out with you and stuff.’ So what if we can’t run marathons together or go hiking through the mountains. I’m happy spending time with you no matter what we do.† â€Å"Really?† Emma said, shocked. â€Å"Yes, really.† â€Å"You’re awesome. You know that?† Regina laughed at what seemed to be the blonde’s favorite description of her. â€Å"I do believe you said that once before.† At that moment, Emma let out a huge yawn. â€Å"You’re exhausted aren’t you? I can tell you’re not feeling well either.† â€Å"I’m fine.† Regina raised an eyebrow in response. â€Å"Okay, okay! I feel like crap. I usually take a nap and have a day in bed after skating.† â€Å"You can take a nap here. I don’t mind.† â€Å"I’ll be-† â€Å"Fine?† Regina finished for her. She could tell Emma constantly pushed herself too much and was determined to get her to take a nap. â€Å"At least lie down. We can keep talking, just lie down, please?† Emma conceded and let her head be guided into Regina’s lap. Gentle fingers stroked Emma’s hair, and

Personality Assessment of Felix Unger in the Odd Couple

A Personality Assessment of the character Felix Unger in the Movie The Odd Couple Argosy University Abstract This paper analyzes and assesses the personality of the character Felix Unger (played by Jack Lemmon) in the movie, The Odd Couple. The paper starts by offering a synopsis of the movie, which is followed by a description of Mr. Unger, his presenting problem, a mental status examination of him, and a history of Mr. Unger’s background. Next the paper offers a five-axis diagnostic impression of Mr. Unger and rationalization for such diagnoses. The paper develops a case formulation which includes the pathology behind Mr. Unger’s diagnosis and recommendations for treatment. Both the case formulation and recommendations for treatment†¦show more content†¦After our first meeting it became clear that Mr. Unger was resigned to the fact that he needs to make major changes in his life. The fact that he lost his wife and nearly lost his best friend, as well, were clearly weighing heavily on him. Mental Status Examination: Mr. Unger is approximately 55 years-old, is Caucasian-American, and recently separated from his wife with whom he has two school-aged children. He dresses impeccably in pressed suits and polished shoes. He is clean cut and shaven. His hair is cut short and is neatly parted to one side. He has a rigid and stiff posture. He displays rigidity in his thought content which are manifested in preoccupations with cleanliness and his family affairs. He is inflexible in his personality. His wife recently separated from him and called him â€Å"impossible to live with.† During their relationship he displayed a huge need to be in control by doing things such as re-cooking a meal she made because he felt he could do a better job or obsessive cleaning their apartment and complaining when she was messy. While he loved her very much and had a sense that he was annoying her, he is so inflexible in his personality that he was unable to make changes. Mr. Unger’s mood is normally elevated due to his obsessive-compulsive nature. He is generally pre-occupied with his job,Show MoreRelatedOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pagespollution and ecological degradation. And he tracks underlying trends and factors—such as rapid population growth, rampant consumerism, and global warfare—that have contributed to global climate change. Tucker concludes his rather pessimistic assessment of these key dimensions of the twentieth-century experience with cautionary explorations of key sources of our increased recognition and understanding of these processes and their implications for life on the planet, as well as with an overview

Brisbane City Council

Question: Explain how does ict helpdesk of Brisbane city council collaborate with process of service operation PHASE Service operation phase Event management Incident management Request fulfilment Problem management Access management Monitoring Control IT Operations Management Service Desk Answer: Introduction Brisbane city council serves more than a million residents and is the largest local government in Australia which is spread over 26 wards. There are more than 8200 employees engaged with the council in a number of different departments. Sustainability has always been a prime aim for the council and a number of campaigns and awareness programs have been organized to achieve the same. ICT Helpdesk Service Operation Phase Service Operation Phase This is the phase in which the focus is upon the principles and operations that would be performed by the organization. Coordination and overall management of the activities is done in this phase to ensure the smooth functioning of all the underlying departments and services (axelos, 2016). ICT helpdesk of Brisbane city council collaborates with this phase by: Maintaining and managing the end-to-end service Making sure that there are lesser occurrences of the incidents that may cause disruption of services Resolution of the incidents in a quick turnaround time Ensuring that proper training is given to the staff Maintaining proper communication with all the concerned parties Correct prioritization of requests and issues (Chung, 2014) Event Management Event in the world of IT Service Management is defined as a change or an alteration of a state that may have an effect on the management of the service or the configuration item around the same. The management of the same results in control of the IT services and operations. ICT helpdesk plays a significant role in this area as well by: Providing of the mechanism to detect the defects at an early stage to manage and control the same in a timely manner Quick response when an event is reported (Docs.octopus-itsm.com, 2016) ICT helpdesk categorizes the events in three categories as Types of events Incident Management Incidents are the events which lead to disruption of services or have the ability to reduce the quality of the same. ICT helpdesk manages these incidents for the Brisbane city council by: Logging the incidents with all the required information present in it such as name of the reporter, date and time associated with the occurrence of the incident, brief description of the incident and a unique identification number assigned to the same. Categorizing the incident on the basis of its severity and impact. The category would describe the type and nature of the incident which would help in the timely resolution of the same. Prioritizing the incident correctly so that the incidents with a higher priority are paid extra attention. Response to the incident is one of the major activities that is performed by the ICT helpdesk and it includes initial diagnosis of the incident, incident escalation and also the investigation and closure of the same (Atlassian, 2016). Request Fulfillment There are a number of requests that are raised by the users which may revolve around minute to significant changes for the organizations. These requests are managed and handled by ICT helpdesk of Brisbane City Council. Give a solitary, reliable procedure through which clients can access standard administrations Improvement in customer satisfaction through accurate handling of all the requests Providing a proper answer to the inquiries Coordinate the provisioning of administrations, and also making sure that the client is properly happy about the decision and the path that is followed Helpdesk collaborates with the other departments to handle the requests in the following manner: Figure out whether it's a request. Assemble required customer data and information Understand client needs and come up with an accurate solution Set up need, and set client desire for satisfaction time period. Track status of requests. Is the client privileged to put up the requests in front of the management? Has budgetary endorsement been conceded? (in the event that appropriate) Coordinate administration provisioning with fitting provider(s) Have a constant discussion with the clients to gain the feedback on the delivered solution to the request and make sure that the expectation are fulfilled (Sanker, 2013) Problem Management Problem Management exercises result in a decline in the quantity of occurrences by making auxiliary answers for mistakes in the framework and furnish Incident Management with data to go around blunders to minimize loss of administration. The Problem Management process has both receptive and proactive perspectives. The receptive angle is worried with taking care of problems in light of one or more episodes. Proactive Problem Management concentrates on the aversion of occurrences by recognizing and taking care of problems before episodes happen. ICT helpdesk collaborates with the same to bring about the following advantages for the Brisbane city council: Prevent the problems or any such activity from taking place at the first place Control and minimize the occurrence of any such event Making sure that there are no repetitions of such events in future (itsm.ucsf.edu, 2016) Access Management Access control and management are the prime activities that are must to include in the services architecture of any organization. There is a significant increase in the security incidents in the past few years and it is essential to manage the access rights correctly to prevent an unauthorized access to the system. ICT helpdesk collaborates with the area to make sure that the following are maintained for the Brisbane city council and its services: Availability of the system and its services at all places and at all times Confidentiality of the data and information present in the system Integrity of the information associated with the services Authenticity of the users to prevent unauthorized access (VijayaKumar, 2012) Monitoring Control Monitoring and control revolves around the set of activities and practices that are used to keep a check on all the functions and tasks taking place is a particular department and the organization as a whole. ICT helpdesk collaborates with this area by recording any disruptions from the defined path and the control and prevention of the same. IT Operations Management It is one of the key departments of any organization and the case is the same for Brisbane city council. ICT helpdesk collaborates with it to: Troubleshooting of the applications Make sure that all the jobs run on the scheduled time without any delays Keep a check on the performance and the related issues Integrate specialized equipment with the specific applications (, 2015) Service Desk This is an area which closely works with the ICT helpdesk for the handling, management and resolution of all the events such as incidents, problems, issues and disruptions related to the Brisbane city council. References , V. (2015). What Does IT Operations Management Do (ITOps)?. 20000Academy. (2013). ITIL Service Transition: Overview of the Basics. Apmg-international.com. (2016). ISO/IEC 20000 Certification | APMG-International. Atlassian. (2016). Nailing the Incident Management Process | IT Unplugged.

Socialization Through Sports (Autosaved) Essays - Resocialization

Reflection Paper Dr. Mark Killian Introduction to Sociology 11 December 2017 Socialization Through Sports Throughout my life I have been socialized as an athlete. The past year, due to an injury, I was told that I will no longer be able to play softball. The hardest part about the journey so far has been the resocialization into society without having the collegiate athlete title. I never realized how many social factors were influenced by my athletic career, and how engrained softball was in my social identity. Two of the most influential factors that have shaped me are my culture, and the organizations I have been a part of. Being athletic, and playing sports were always idealized in my culture. I was raised in a very sporty family; every member of my family was an athlete at some point in their life. The values in my family were centered around academic and athletic success, a form of "nonmaterial culture" that influenced me (40). Trying to keep this status of a student athlete was very difficult for me, I had to make a lot of sacrifices. Most of the friends I had were on my sports teams, and being constantly surrounded by them swayed the way I thought and acted. We all developed a culture in which we shared common values, beliefs, norms, behaviors, and even language. Since we spent so much time together, I portrayed these shared ways of believing and of doing things. The "culture within" me showed in my everyday life, even when I was outside of games and practices (41). Softball culture includes time management, teamwork, listening to coaches, taking constructive criticism, and working hard. Softball c ulture was engrained in my everyday life, and the athlete title was associated with who I was as a person. Since I am no longer an athlete I am going through a resocialization process into a new culture. This process has been very difficult for me, it involves; not going to practices, not having to contour my schedule around softball, the way professors and classmates treat me, and even the way my family views me. It has been a "norm" for me to constantly arrange everything around softball, and to be treated as a player (50). Being treated as an athlete is difficult to explain, but it is your identity and people look at you with a sense of respect. Especially as a collegiate athlete I had to develop a relationship with my professors, which was hard since I missed classes and exams for softball. Also in my family culture, we socialize by talking about, and playing sports. I have been struggling a lot with this part of the resocialization process in particular, because I feel as if I have disappointed my family. Sometimes it is challenging trying to communicate with them because I am una ble to speak the language, and implement the gestures used by athletes (48). For example, I cannot talk about practices, other players, or the ability of our team because I am not there to experience it. Whereas usually I could have long conversations about all aspects of my culture, and now a lot of times I don't know what to talk about. The organizations I belonged to helped socialize me into an even more well-rounded athlete. I have been associated with high school softball, travel softball, collegiate softball, and student-athlete organizations. All of these "social groups shared something significant in a common," group members pushed each other to achieve goals (133). These groups were very influential and they greatly affected each person, we all wanted to be the most successful athletes. These organizations were created for athletes to grow and perfect skills. They are run by trainers who refine, teaching and helping us reach our goals. Leaders in "peer groups" such as these, demonstrate how we should act and what we should value (89). We begin to take the roles of those leading us, constantly "measuring ourselves in the roles that people see us in" (91). The members of the group can be the most persuasive, but the can only affect us as much as we let them. In my opinion, it is inevitable to be persuaded by teammates. When a teammate stays late

John Locke Philosophy Essay

John Locke Philosophy Essay Free Online Research Papers From the philosophy of substance and cognition arrives John Lockes philosphy of language. Locke argues humans have an intellect that evolves heavly upon communication and use of language to advance our species. Ideas are the basis of all knowledge, words appropriately fit into this category, subdivisions of ideas. However a large issue rest on the misreprestation of words therefore the misreprestation of ideas from individual to individual. Locke advises us to take percautions while using words, for misuse can retard science, communitaction and the entire human race. Humans unlike any other species on Earth have a superior intilect allowing for supremacy above others animals. We understand immense vocabulary, technology and personal advancments. In order for such progression communication is a requirement. Ideas are passed in forms of words from one person to another person in hopes of relating ones concepts. It is to be noted, Locke states that words do not represent the physical object being spoken of, but the personal idea one gets from such a word. Communication then for Locke is being hindered. To think that a persons exact thought is being reconstituted in its exact form within another cannot occur. This is where Lockes argument lies, misreprestation and abuse of our words and therefore our every idea. Locke remarks again, that words do not represent an exact physical object in your brain, it is rather reflection and relation to such a word or statement. Since every persons experience is not the same, our knowledge is not reflective of that, experienced by the communicator. Rather Locke argues â€Å"The use then of words, is to be sensible marks of ideas; and the ideas they stand for, are their proper and immediate signification.† . This statement of course is an objective for Locke and the world to use as the basis of communication. The word should be an immidiate and universally agreed upon idea for all. Again Locke agrues, â€Å"[I]n all that great extent wherein the mind wanders, in those remote speculations, it may seem to be elevated with, it stirs not one jot beyond those ideas, which sense or reflection, have offered for its contemplation.† Ones Ideas must not run one fragment over which it is intended. This quote can correlate to Lockes thoughts on Nominal essences, we think of words more in abstract terms, colour, shape, texture. Using Nominal ideas attached to words is seen as harmful. Locke would rather us acknowledge words for a more persise universally understanding. Philosopher Merleau-Ponty, Maurice writes â€Å"There is a general function of substitution and replacement which enables us to gain access to the abstract significance of experiences which we have not actually had, for example, to speak of what we have not seen.† For expample the term God, is a generally agreed upon idea, however the context of the idea will change from person to person. Locke uses this word â€Å"God† throughout his text, though every reader may intrept differently. Locke again wrote â€Å"We are farther to consider concerning perception, that the ideas we receive by sensation, are often in grown people altered by the judgment, without our taking notice of it.† Although judgement, culture and previous knowledge will all effect how we preseve ideas. Locke suggests some solutions, a subject should never use a word without a lucid idea of its content, use words that correlate with your correspondents, define innuendos or ambiguous words, and the use of consistancy. Locke acknowldges that humans and language have inherent flaws. His suggestions concerning language could lead to advancing knowledge and greatly better enhance our communication skill amoung human. Research Papers on John Locke Philosophy EssayAnalysis Of A Cosmetics AdvertisementMind TravelGenetic EngineeringComparison: Letter from Birmingham and CritoThree Concepts of PsychodynamicMarketing of Lifeboy Soap A Unilever ProductAssess the importance of Nationalism 1815-1850 Europe19 Century Society: A Deeply Divided EraIncorporating Risk and Uncertainty Factor in CapitalHonest Iagos Truth through Deception

The Cabulliwallah Essay Example | Topics and Well Written Essays - 500 words

The Cabulliwallah - Essay Example Cabuliwallah is kind and generous in that when he first met with Mini he offered her nuts and raisins. On subsequent visits to the house he had always a present for her. According to the writers excerpt, Minis family was wealthier and financially stable but despite this, he didnt expect a reward for his hospitality nature. When he gave mini nuts and raisins, minis father offered to pay for them but as Cabuliwallah was leaving, he gave the money to mini. As soon as he was out of jail, he proceeded to Minis house with almonds, raisins and grapes though he had little money. Cabuliwallah is hot tempered and quick to anger. When his customer refused to pay for the Rampuri shawl he had sold to him, he responded with anger and hit the man. He even went on and called the customer all sorts of names. He didnt take into account that in the neighbourhood there other customers, his friends, underage children and his dear friend Mini. Minis father is charismatic in that he always knew how to respond to various situations. When Cabuliwallah asked for Mini, he had her brought out in order to make sure that her fears fade away. He assured her of security which made her to familiarize with the visitor. When his wife raised concerns of the security of their child, he investigated what the peddler and the child shared before he made the decision to send him away. Minis father is caring and always wants the best for everyone in the family in that he investigated the repercussions the decisions will have on his family before making the decisions. He always ensured that whenever a family member raised concerns on various issues, and sought to make the best decision. Before he made the decision to send or not to send the peddler away, he investigated what the peddler shares with the kid. Cabuliwallah works in the informal sector of the economy whereas Minis father works in a more formal setup. It is apparent that Cabuliwallah is

Living Peacefully in a World Free of Global Warming or Living with All Research Paper

Living Peacefully in a World Free of Global Warming or Living with All the Riches in a World Affected with Global Warming - Research Paper Example Contributing to the increasing levels of GHGs are various activities in which cars and power plants are recorded to be the main sources (Mohr, 2005). Indeed, human beings also have contributions to the levels of GHGs. In accordance to what is stated, developments in different countries lead to the heating up of the planet Earth. More and more buildings are set up and used as factories in order to gain wealth. Despite the campaigns that vehicles are emitting GHGs, people do not care. The present has been seen as the moment for development even though it is believed by some, as a destruction of the environment. Research Question: Which is better, living peacefully in a world free of global warming or living with all the riches in a world affected with global warming? Scope of Limitation: Findings of this research will be limited only to the responses of ten (10) environmental experts. Results from this study will only be based from their views and opinions. Significance of the Study: F indings shall educate individuals on the phenomenon of global warming. The conduct of this research will give indications on how individuals should protect their planet. Moreover, this investigation will also supplement the existing research in this field. Objectives of the Study: This research investigation aims to study how the global warming affects the entire world. Specifically, it also aims at knowing and identifying the effects of the said phenomenon through taking a special look on the life on earth as well as the atmosphere. Theoretical Framework: The theory of global warming will be the framework of this research. Global warming, as defined by James Hansen (2000), is mainly because of the occurrence of high levels of GHGs in the atmosphere in which is triggered by the activities of man. For Hansen (2000), the effect of these gases from burning of fossil fuel is climate change. Hypothesis: The increasing rate of greenhouse gases is threatening the life on earth, the negativ e effects being on the life of human beings and the atmosphere. II. Review of Related Literature Various views exist when people talk about global warming. Some are in agreement but some are opposing the other conceptualizations of the phenomenon of global warming. For Thakur (2009), emission of gases is just the contributor to the phenomenon but clearly not the origin. United Nations Environment Programme (2003) has acknowledged global warming is responsible for the climate changes. Some among the mentioned outcomes are more intense rain, severe flood and storms, more extreme heat waves, and the melting of glaciers. With the rapid changes, it is expected that all the fundamental Earth systems would also alter leading to the disturbance in all the aspects of environment. This disruption would then affect the lives of human beings because of the possible effect to food security. These changes, in effect, will inflict harm on human health. Eipsten (2000) added that with the rise of te mperature comes along the rise of many health diseases. This perspective fears the fact that it may not be possible for the human kind to have its next generation due to the effects it may cause the people. However, the contextualization of carbon causes global warming has been opposed. In Happer’s (2011) article, he claimed that the current warming that the planet currently

Renaissance Notes Essay Example for Free

Renaissance Notes Essay The 15th century artistic developments in Italy matured during the 16th century. The 15th century is thus designated the â€Å"Early Renaissance† and the 16th century the â€Å"High Renaissance†. Although there is no single style that defines the period, there is a distinct level of technical and artistic mastery that does. This is the age of Leonardo da Vinci, Raphael, Michelangelo, and Titian, artists whose works exhibit such authority, that later generations of artists relied on these works for instruction. These exemplary artistic creations further elevated the prestige of artists. Artists could claim divine inspiration, thereby raising visual art to a status formerly only given to poetry. Painters, sculptors, and architects were elevated to a new level and they claimed for their work a high position among the fine arts. Leonardo da Vinci (1452 1519) was born in the small town of Vinci, near Florence. He trained in the studio of Andrea del Verrocchio. He was brilliant man with many interests. His directions foreshadowed those that art and science would take in the future. A discussion of his many interests enhances our understanding of his artistic production. Those interests are seen in his Romulus sketchbooks filled with drawings and notes from his studies of the human body and natural world. He explored optics in-depth, allowing him to understand perspective, light, and color. His scientific drawings are artworks themselves. Leonardo’s ambition in painting, as well as science, was to discover the laws underlying the processes and flux of nature. Leonardo believed that reality in its absolute sense is inaccessible, and that humans can only know it through its changing images. He considered the eyes the most vital organs and sight the most essential function. In his notes, he repeatedly stated that all his scientific investigations made him a better painter. Around 1481, Leonardo left Florence, offering his services to Ludovico Sforza, duke of Milan. In his offer he highlighted his competence as a military engineer, mentioning his artistic abilities only at the end. This provided Leonardo with increased financial security and highlights the period’s instability. During his first trip to Milan Leonardo painted Virgin on the Rocks as a central panel of an altarpiece for the chapel of the confraternity of the Immaculate Conception in San Francesco Grande. The painting builds on Masaccio’s understanding and usage of Chiaroscuro. Modeling with light and shadow and expressing emotional states were, for Leonardo, the heart of painting. A good painting has two chief objects to paint man and the intention of his soul. The former is easy, the latter hard, for it must be expressed by gestures and the movement of the limbs A painting will only be wonderful for the beholder by making that which is not so appear raised and detached from the wall. Leonardo presented the figures in Virgin of the Rocks in a pyramidal grouping and more notably, as sharing the same environment. This groundbreaking achievement the unified representation of objects in an atmospheric setting was a manifestation of scientific curiosity about the invisible substance surrounding things. The Madonna, Christ Child, infant John the Baptist, and angel emerge through nuances of light and shade from the half light of the cavernous visionary landscape. Light veils and reveals the forms, immersing them in a layer of atmosphere that exists between them and the viewer. Atmospheric perspective is in full view. The figures actions unite them; prayer, pointing, and blessing. The angel points to the infant John. His outward glance involves spectators out of view, perhaps the viewers of the painting. John prays to the Christ Child and is blessed in return. The Virgin herself completes the series of interlocking gestures, her left hand resting protectively on John’s shoulder. The mood of tenderness, enhanced by caressing light, suffuses the entire composition. Leonardo succeeded in expressing â€Å"the intention of his soul.† For the refectory of the church of Santa Maria delle Grazie in Milan, Leonardo painted Last Supper. Despite its ruined state (in part from Leonardo’s unfortunate experiments with his materials) and although it has often been restored ineptly, the painting is Leonardo’s most formally and emotionally impressive work. Christ and his twelve disciples are seated at a long table set parallel to the picture plane in a simple, spacious room. Leonardo amplified the drama by placing it in an austere room. Christ with outstretched hands, has just said, â€Å"one of you is about to betray me† Matt 26:21. A wave of intense excitement passes through the group as each disciple asks himself or his neighbor, â€Å"Is it I?† In the center, Christ appears isolated from the disciples and in perfect repose, while emotion swirls around him. The central window in the back frames Christ and has a curving pediment above it. The arc serves as a diffused halo. Christ’s head is the location of the single vanishing point on which the orthogonals converge, further emphasizing Christ. Leonardo presented the agitated disciples in four groups of three, united among and within themselves by the figures’ gestures and postures. The artist sacrificed traditional iconography to pictorial and dramatic consistency by placing Judas on the same side of the table as Jesus and the other disciples. His face in shadow, Judas clutches a money bag in his right hand and reaches his left forward to fulfill the Master’s declaration† :But yeah behold, the hand of him that betrayeth me is on the table† Luke 22:21. The two disciples on the end contain the action by their quiet composure. Leonardo’s, Mona Lisa is the world’s most famous portrait. The sitter’s identity is not certain, but Vasari asserted that she is Lisa di Antonio Maria Gherardini, the wife of a wealthy Florentine hence, â€Å"Mona (an Italian contraction of ma donna, â€Å"my lady†) Lisa.† It is notable because it is a convincing representation of an individual, rather than serving as an icon of status. The ambiguity of the famous â€Å"smile† is really the consequence of Leonardo’s fascination and skill with chiaroscuro and atmospheric perspective. Her they serve to disguise rather than reveal a human psyche. The artist subtly adjusted the light and blurred precise planes Leonardo’s famous smokey sfumato (misty haziness) rendering the facial expression hard to determine. The lingering appeal of Mona Lisa derives in large part from Leonardo’s decision to set his subject against the backdrop of a mysterious uninhabited landscape. Originally Leonardo represented Mona Lisa in a loggia with columns. The painting was cropped later on (not by Leonardo) and the columns were eliminated. The remains of the column bases may still be seen to the left and right of Mona’s shoulders. Leonardo completed very few paintings; his perfectionism, relentless experimentation, and far ranging curiosity diffused his efforts. The drawings in his notebooks preserve an extensive record of his ideas. His interests focused increasingly on science in his later years, and he embraced knowledge of all facets of the natural world. One example is The Fetus and Lining of the Uterus, although not up to 20th century standards for accuracy, it was an astounding achievement in its day. Though not the first scientist, Leonardo certainly originated a method of scientific illustration, especially cutaway and exploded views. Scholars have long recognized the importance of these drawings for the development of anatomy as a science, especially in an age predating photographic methods such a X rays. Leonardo was well known as an architect and sculptor in his lifetime, but no existing building or sculptures can be attributed to him. From his drawings he was interested in the central style plan of buildings. Leonardo left numerous drawings of monumental equestrian statues of which one was made into a full scale model for a monument to Francesco Sforza (Ludovico’s). The French used it for a target and shot it to pieces when they occupied Milan in 1499. Due to the French, Leonardo left Milan and served for a while as a military engineer for Caesar Borgia, who, with the support of his father, Pope Alexander VI, who tried to conquer the cities of the Romagna region in North Central Italy and create a Borgia duchy. At a later date, Leonardo returned to Milan in the service of the French. At the invitation of King Francis I, he then went to France, where he died at the Chateau of Cloux in 1519. Julius II: The Warrior Pope Pope Julius II (Giuliano della Rovere (1503 1513), was an individual whose interests and activities effected the course of the High Renaissance. Julius II was a very ambitious man who indulged his enthusiasm for battle in a supposed quest to expand the church and the Kingdom of Heaven by worldly means. This earned him a designation as the â€Å"warrior pope†. He selected his name Julius after Julius Caesar, and he ran the papacy using the Roman Empire as his model. Julius II’s papacy was notable for his contributions to the arts. He was an avid art patron and understood well the propagandistic value of visual imagery. After his election as pope, he immediately commissioned artworks that would present an authoritative image of his rule and reinforce the primacy of the Catholic Church. He commissioned a new design for Saint Peter’s basilica, the construction of his tomb, the painting of the Sistine Chapel ceiling, and the decoration of the papal apartments. These large scale projects clearly required considerable finances. Because of this need, Julius sanctioned the huge increase in the selling of indulgences as a way to raise the revenue needed to fund the art, architecture, and the lavish papal lifestyle. This perception prompted disgruntlement among the faithful. Despite his exceptional artistic legacy, Julius II’s patronage contributed to the rise of the Reformation. Saint Peter’s Old Saint Peter’s had fallen into considerable disrepair and did not fit Julius II’s taste for the large, colossal, and glorious. He wanted control over all Italy and make the Rome of the Pope’s as glorious as or greater than that of the Caesars. This important commission was awarded to Donato D’Angelo Bramante (1444 1514). Bramante was trained as a painter. He went to Milan in 1481 and stayed till the French arrived in 1499. In Milan he abandoned painting and went on to become the most renowned architect of his generation. Influenced by Brunelleschi, Alberti, and perhaps Leonardo, who favored antiquity, Bramante developed the High Renaissance form of the central plan church. Bramante originally conceived the new Saint Peter’s to consist of a cross with arms of equal length, each terminated by an apse. Julius II intended the new building to serve as a martyrium to mark Saint Peter’s grave and also hoped to have his own tomb in it. A large dome would have covered the crossing, and smaller domes over the subsidiary chapels would have covered the diagonal axes of the roughly squared plan. The ambitious plan called for a boldly sculptural treatment of the walls and piers under the dome. His design for the interior space was complex in the extreme, with the intricate symmetries of a crystal. It is possible to detect in the plan nine interlocking crosses, five of them supporting domes. The scale was so titanic that, according to sources, Bramante boasted he would place the dome of the Pantheon over the Basilica Nova. During Bramante’s lifetime, the actual construction on the new Saint Peter’s basilica did not advance beyond the building of the crossing piers and the lower choir walls. After his death, the work passed on to other architects and finally to Michelangelo, whom Pope Paul III appointed in 1546 to complete the building. Not until the 17th century did the Church oversee the completion. An earlier building completed by Bramante is considered the perfect prototype of classical domed architecture for the Renaissance and after. The building is called Tempietto â€Å"Little Temple† because to contemporaries it had the look of a Roman pagan temple. The lower story was directly inspired by the round temples of Roman Italy that Bramante would have know in Rome. King Ferdinand and Queen Isabella of Spain commissioned the Tempietto to mark the conjectural location of Saint Peter’s crucifixion. Available information suggests the project was commissioned in 1502, but there is dispute over the date. Bramante relied on the composition of volumes and masses and on a sculptural handling of solids and voids to set apart this building, all but devoid of ornament, from the structures built in the preceding century. Standing inside the cloister along side the church of San Pietro in Montorio, Rome, and the Tempietto resembles a sculptured reliquary and would have looked even more like one inside the circular colonnaded courtyard Bramante planned for it but never executed. At first glance, the structure seems severely rational with its circular stylobate and Tuscan style colonnade. Wonderful harmony is achieved in the relationship of the parts (dome, drum, and base) to one another and to the whole. Conceived as a tall domed cylinder projecting from a wider lower cylinder of the colonnade, this building incorporates all the qualities of a sculpted monument. There is a wonderful rhythmic play of light and shadow on the form. Although the Tempietto may superficially resemble a Greek tholos, the combination of parts and details was new and original. If one of the main differences between Early and High Renaissance styles of architecture was the former’s emphasis on detailing flat wall surfaces versus the latter’s sculptural handling of architectural masses, then Tempietto certainly broke new ground and stood at the beginning of the High Renaissance. The architect Andrea Palladio credited Bramante as the â€Å"first to bring back to light the good and beautiful architecture from antiquity to that time had been hidden.† Round in plan, it is elevated on a base that isolates it from its surroundings. Michelangelo The artist whom Pope Julius II deemed best able to convey his message was Michelangelo Buonarroti (1475 1564), who received some of the most coveted commissions. Though a man of many talents, architect, sculptor, painter, poet, and engineer, he thought of himself first as a sculptor. He regarded sculptor as a superior calling to painter because the sculptor shares in something like the divine power to â€Å"make man.† Drawing a conceptual parallel to Plato’s ideas, Michelangelo believed that the image produced by the artists hand must come from the idea in the artist’s mind. The idea, then, is the reality that the artist’s genius has brought forth. But artists are not the creators of the ideas they conceive. Rather they find their ideas in the natural world, reflecting the absolute idea, which, for the artist, is beauty. One of Michelangelo’s best known observations about sculpture is that the artist must proceed by finding the idea the image locked in the stone, as it were. Thus, by removing the excess stone, the artist extricates the ideas, like Pygmalion bringing forth the living form. Michelangelo felt that the artist works through many years at this unceasing process of revelation and â€Å"arrives late at novel and lofty things.† Michelangelo sharply broke from his predecessors in a very important respect. He mistrusted the application of mathematical methods as guarantees of beauty in proportion. Measure and proportion, he believed, should be â€Å"kept in the eyes.† Vasari quotes Michelangelo as declaring that â€Å"it was necessary to have the compasses in the eyes and not in the hand, because the hands work and the eye judges.† Thus Michelangelo went against Vitruvius, Alberti, Leonardo, and others by asserting that the artist’s inspired judgment could identify other pleasing proportions. He believed that the artist must not be bound, except by the demands made by realizing the idea. This insistence on the artist’s own authority was typical of Michelangelo and anticipated the modern concept of the right of self expression of talent limited only by the artist’s own judgment. The artistic license to aspire far beyond the â€Å"rules† was, in part, a manifestation of the pursuit of fame and success that humanism fostered. In this context, Michelangelo designed architecture and created paintings that departed from High Renaissance regularity. He put in its stead a style of vast, expressive strength conveyed through complex, eccentric, and often titanic forms that loom before the viewer in tragic grandeur. Michelangelo’s self imposed isolation, creative furies, proud independence, and daring innovations led Italians to speak of the dominating quality of the man and his work in one word -terribilita, the sublime shadowed by the awesome and the fearful. David In 1501, the Florence Cathedral building committee asked Michelangelo to work a great block of marble left over from an earlier aborted commission. From this stone, Michelangelo crafted David, which assured his reputation then and now as an extraordinary talent. The form and its references to classical antiquity appealed to Julius II who associated himself with the humanists and Roman emperors. This sculpture and the acclaim that accompanied its completion lead to Michelangelo’s papal commissions. Like other David sculptures, Michelangelo’s had a political dimension. With the political instability of the time, Florentines viewed David as the symbolic defiant hero of the Florentine republic, especially given the statue’s placement near the west door of the Palazzo della Signoria. Forty years after David’s completion, Vasari extolled the political value of David claiming that â€Å"without a doubt the figure has put in the shade every other statue, ancient or modern, Greek or Roman this was intended as a symbol of liberty for the palace, signifying that just as David protected his people and governed them justly, so whoever ruled Florence should vigorously defend the city and govern it with justice.† Michelangelo depicted David, not in victory, but turning his head sternly watching the approaching foe. His whole body and face is tense with gathering power. This energy in reserve is characteristic of Michelangelo’s later figures. The Roman sculptor’s skill in precise rendering of heroic physique impressed Michelangelo. In David, without strictly imitating the antique style, Michelangelo captured the Lysippan athletes and the emotionalism of Hellenistic statuary. This David differs from Donatello’s and Verrocchio’s as Hellenistic statues depart from classical ones. Michelangelo abandoned the self contained compositions of the 15th century David statues by giving David’s head the abrupt turn toward Goliath. Michelangelo’s David is compositionally and emotionally connected to an unseen presence beyond the statue; a quality in Hellenistic sculpture. As early as David, Michelangelo invested his efforts in presenting towering pent up emotion rather than calm ideal beauty. Julius II’s Tomb The first project Julius II commissioned from Michelangelo in 1505 was the pontiffs own tomb. The original design called for a freestanding two story structure with some 28 statues. This colossal monument would have given Michelangelo the latitude to sculpt numerous human statues while providing the pope with a grandiose memorial which Julius intended to be in St. Peter’s. Shortly after the project began, it was interrupted, possibly because funds had to be diverted to Bramante’s building of St. Peters. After Julius II’s death in 1513, Michelangelo was forced to reduce the scale of the project step by step until, it became a simple wall tomb with one third of the originally planned figures. The tomb was completed in 1545 and was placed in San Pietro in Vincoli, Rome, where Julius at one time had been a cardinal. It is with surety that the ambitious Julius II would have been bitterly disappointed. The spirit of the tomb may be summed up in the figure of Moses, which Michelangelo had completed in 1513, during a sporadic resumption of work. It was meant to be seen from below and to be balanced with seven other massive forms related to it in spirit. The position of Moses now in his rather paltry setting’ does not have its original impact. Michelangelo depicted the Old Testament prophet seated, the Tablets of the Law under one arm and his hands gathering his voluminous beard. The horns were a recognizable convention to identify Moses. Michelangelo used the turned head, which concentrates the expression of awful wrath that stirs in Moses’ powerful frame and eyes. The muscles bulge, the veins swell, and the great legs seem to begin slowly to move with pent up energy. Originally 20 sculptures of slaves in various attitudes of revolt and exhaustion, appear on the tomb. Bound Slave is one of those sculptures. Scholars question whether this sculpture and three other slave sculptures should have been part of Julius’s tomb. Many scholars also reject their identification as â€Å"slaves† or â€Å"captives.† What ever their intended purpose they are definitive. The figures do not represent an abstract concept, as in medieval allegory, but embody powerful emotional states associated with oppression. Michelangelo based his whole art on his conviction that whatever can be said greatly through sculpture and painting must be said through the human figure. The Sistine Chapel With the suspension of the tomb project, Julius gave the bitter and reluctant Michelangelo the commission to paint the Sistine Chapel in 1508. Michelangelo gave in hoping that the tomb commission would be revived. He faced enormous difficulties in painting the Sistine ceiling. He was inexperienced in fresco painting. The ceiling was some 5,800 square feet of surface to be covered and it was 70 feet above the ground. The vault’s height and curve created complicated perspective problems. Yet, in less than four years, Michelangelo produced an unprecedented work a monumental fresco incorporating the patron’s agenda, Church doctrine, and the artist’s interests. The theme of the creation, the fall, and the redemption of humanity weave together more than 300 figures. A long sequence of narrative panels describing the Creation as recorded in Genesis, runs along the crown of the vault. The Hebrew prophets and pagan sibyls who foretold the coming of Christ appear seated in large thrones on both sides of the central row of scenes from Genesis where the vault curves down. In the four corner pendentives are placed four Old Testament scenes with David, Judith, Haman, and Moses and the Brazen Serpent. Scores of lesser figures also appear. The ancestors of Christ fill the triangular compartments above the windows, nude youths punctuate the corners of the central panels and small pairs of putti (cherub little boys) support the painted cornice surrounding the entire central corridor. The overall concept a sweeping chronology of Christianity was keeping with Renaissance ideas about Christian history. Such ideas include interest in the conflict between good and evil and between the energy of youth and the wisdom of age. The conception of the entire ceiling was astounding in itself, and the articulation of it in its thousand details was a superhuman achievement. One of the ceilings central panels, the Creation of Adam, is also one of the most famous. Michelangelo created a bold, entirely humanistic interpretation of the momentous event. God and Adam confront each other in a primordial unformed landscape of which Adam is still a material part. The Lord transcends the earth, wrapped in a billowing cloud of drapery and borne up by his powers. Life leaps to Adam like a spark from the extended hand of God. The communication between Gods and man was common in myth and the connection here is clear. It emphasizes how High Renaissance thought joined classical and Christian traditions. Beneath the Lord’s sheltering arm is a female figure comprehensive but uncreated. Scholars traditionally have believed this to be Eve, but recent scholarship suggests that it may be the Virgin Mary with the Christ Child at her knee. If this is true, Michelangelo incorporated into the fresco the basic tenets of the Christian faith. Raphael While Michelangelo was working on the Sistine Ceiling, Pope Julius II commissioned Raphael (1483 1520) to decorate the papal apartments in 1508. Raphael painted the Stanza della Segnatura (Room of the Signature the papal library) and the Stanza d’Eliodoro (Room of Heliodorus). His pupils completed the other rooms, following his sketches. On the Four walls in the Stanza della Segnatura, under the headings of Theology (Disputa), Law (Justice), Poetry (Parnassus), and Philosophy (School of Athens), Raphael presented images that symbolize and sum up Western learning as Renaissance society understood it. The frescos refer to the four branches of human knowledge and wisdom while pointing out the virtues and learning appropriate to a pope. Given Julius II’s desire for recognition as both a spiritual and temporal leader, it is appropriate that the Theology and Philosophy frescos face each other. The two images present a balanced picture of the pope as a cultured, knowledgeable, individual, on the one hand, and as a wise, divinely ordained religious authority on the other. The Philosophy mural (the so called School of Athens) is the setting not of a school but a congregation of the great philosophers and scientists of the ancient world. Raphael depicted these luminaries rediscovered by Renaissance thinkers conversing and explaining their various theories and ideas. In a vast hall covered by massive barrel vaults that recall Roman architecture (and approximate the appearance of the new Saint Peter’s in 1509 when the painting was executed), colossal statues of Apollo and Athena, patron gods of the arts and of wisdom, oversee the interactions. Plato and Aristotle serve as the central figures around whom Raphael carefully arranged others. Plato holds his book Timaeus and points to heaven, the source of his inspiration, while Aristotle carries his book Nichomachean Ethics and gestures toward the earth, from which his observations of reality sprang. On Plato’s side are the ancient philosophers, men concerned with the ultimate mysteries that transcend this world. On Aristotle’s side are the philosophers and scientists concerned with the nature of human affairs. At the lower left, Pythagoras writes as a servant holds up the harmonic scale. In the foreground, Heraclitus (probably a portrait of Michelangelo) broods alone. Diogenes sprawls on the steps. At the right, students are around Euclid, who demonstrates a theorem. This group is especially interesting; Euclid may be the portrait of the aging Bramante. At the extreme right, just to the right of the astronomers Zoroaster and Ptolemy, both holding globes, Raphael included his own portrait. The figures’ self assurance and natural dignity convey the very nature of calm reason that balance and measure the great Renaissance minds so admired as the heart of philosophy. In this work Raphael placed himself among the mathematicians and scientists. His convincing depiction of a vast perspective space on a two dimensional surface was the consequence of the union of mathematics, with pictorial space, here mastered completely. All the characters in the School of Athens, communicate moods that reflect their beliefs, and the artist’s placement of each figure tied these moods together. From the center, Raphael arranged groups of figures in an elliptical movement around Plato and Aristotle. It seems to swing forward, looping around the two foreground groups on both sides and then back again to the center. Moving through the wide opening in the foreground around the floor’s perspective pattern, the viewer’s eye penetrates the assembly of philosophers and continues, by way of the reclining Diogenes, up to the here reconciled leaders of the two great opposing camps of Renaissance philosophy. The perspective’s vanishing point falls on Plato’s left hand, drawing the viewer’s attention to Timaeus. In the works in the Stanza della Segnatura, Raphael reconciled and harmonized not only the Platonists and Aristotelians but also paganism and Christianity, surely a major factor in his appeal to Julius II. Galatea Pope Leo X (Giovanni de Medici, 1513 1521), the son of Lorenzo de Medici, succeeded Julius II as Raphael’s patron. Leo was a worldly, pleasure loving prince who spent huge amounts on the arts. Raphael moved in the highest circles of the papal court, the star of a brilliant society. He was young, handsome, wealthy, and adulated, not only by his followers, but also by Rome and all Italy. Genial, even tempered, generous, and high minded. Raphaels personality contrasted with the mysterious and aloof Leonardo, or the tormented and obstinate Michelangelo. The Pope was not Raphael’s only patron. His friend Agostino Chigi, an immensely wealthy banker who managed the papal state’s financial affairs, commissioned Raphael to decorate his palace, the Villa Farnesina, on the Tiber with scenes from classical mythology. Outstanding among the frescos was Galatea, which Raphael based on Metamorphoses, by the ancient Roman poet Ovid. In Raphael’s fresco, Galatea flees from her uncouth lover, the Cyclops Polyphemus, on a shell drawn by leaping dolphins. Sea creatures and playful cupids surround her. The painting erupts in unrestrained pagan joy and exuberance, an exultant song in praise of human beauty and zestful love. Raphael enhanced the liveliness of the composition by placing the sturdy figures around Galatea in bounding and dashing movements that always return to her energetic center. The cupids, skillfully foreshortened, repeat the circling motion. Raphael conceived his figures sculpturally. Galatea’s body is strong and vigorous in motion suggesting the spiraling motion of Hellenistic statuary, and contrasting with Botticelli’s, almost dematerialized Venus. Pagan myth presented in monumental form, in vivacious movement, and a spirit of passionate delight resurrects the naturalistic art and poetry of the classical world. Pope Paul III Pope Paul III maintained the lavish lifestyle of previous popes and was a great patron of the arts. He commissioned a palace for himself while he was still Cardinal Farnese. The Palazzo Farnese in Rome was designed by Antonio Da Sangallo the Younger (1483 1546) who established himself as the favorite architect of Pope Paul II and received many commissions that might have otherwise gone to Michelangelo. Antonio was from a family of architects and was an assistant and draftsman for Bramante. Antonio built fortifications for almost the entire papal state and received more commissions for military than for civilian architecture. The Palazzo Farnese set the standard for the High Renaissance palazzo and fully expresses the classical order, regularity, simplicity, and dignity of the High Renaissance. It was finished by Michelangelo after Antonio’s death in 1546. The Last Judgment Many of Pope Paul III’s commissions were part of an orchestrated campaign to restore the prominence of the Catholic Church in wake of the Protestant Reformation. The Reformation was the result of widespread dissatisfaction with the leadership and practices of the Catholic Church. Led by Clerics such as Martin Luther (1483 1546) and John Calvin (1509 1564) the Reformation directly challenged papal authority. The disgruntled Catholics voiced concerns about the sale of indulgences, nepotism, and high Church officials pursuing personal wealth. This reform movement resulted in the establishment of Protestantism, with sub groups such as Lutheranism and Calvinism. Central to Protestantism is a belief in personal faith rather than adherence to decreed Church practices and doctrines. This personal relationship between an individual and God, in essence eliminated the need for Church intercession central to Catholicism.

Sherlock Holmes :: Essays Papers

Sherlock Holmes Sir Arthur Conan Doyle, as many know, is the prestigious author and creator of the sharp witted, fictional character of Sherlock Holmes. However, he had written on subjects other than that of his brilliant mystery stories. For example, he wrote historical novels such as The White Company, Sir Nigel, and Micah Clarke. There were many events in Sir Arthur Conan Doyle’s life that had a direct effect on why he became a writer and the subject matter that he wrote on. He was born in Edinburgh in May of 1859. His mother Mary was Irish, and could trace her ancestry back to the famous Percy family of Northumberland and from there to the Plantagent’s line. As a result of this fact, the young Conan Doyle was introduced to many tales that reeked of historical knowledge, which gave him a good base to later write such novels as the ones listed earlier. Life was fairly difficult for the young Arthur Conan Doyle. He was one of ten children, who were raised on the meager income of a civil servant, his father, Charles. Charles Altamont Doyle was the son of John Doyle, a famous caricaturist. Charles’s brothers, which would be Conan’s uncles, all had made a name for themselves: James wrote The Chronicles of England; Henry became the manager of the National Gallery in Dublin; and Richard became famous for being an artist. With all of this fame and appreciation for â€Å"the arts† that was floating around him, it is no wonder that Conan Doyle grew up to become a writer. Charles Doyle had a few artistic talents as well, but chose only to use them as a spare time leisurely thing to do. Besides this, he had also lost his drive to work, which in turn resulted in the loss of his post in the Office of Works in Edinburgh. He slowly began turning to alcoholism as a means to drown his sorrows, which caused his epilepsy to become slowly worse. He was put in an institution for the last few years of his life until he died in 1893. The alcoholism of his father affected Conan Doyle very significantly. Conan decided to leave the exact details of this crisis out of his autobiography Memories and Adventures, but the subject of alcoholism was not taken lightly in his later fictional stories.

Detailed assessment of The Toy Essay

Introduction I am a student at †¦.College and I am doing The Early Childhood care and education Course FETAC Level 5. One of mandatory modules in this course is Early Childhood Education and Play and The Toy Critique assignment is part of that. I have to choose a toy and write detailed assessment about it. My chosen toy is The Memo Locomotives Puzzle made by Goki. Goki is the name of the brand for high-quality wooden toys at a fair price, ensuring that excellent toys remain affordable. Memo Locomotives puzzle is set of 32 wooden tiles with 4 different, attractive locomotives and comes in hard cardboard box. Each locomotive is in different colour. To connect pieces together child has to look at colours, pictures and shapes, like square and diamond. Aim, Objectives, Rationale My aim of this assignment is to choose a toy that is suitable for children in age group 0-6 years and to assess and to examine it under various headings. I will critique it fewer than 40 criteria points and discuss the toy specific to P.I.L.E.S and the role of the adult in supporting play. I will write up and evaluate my findings and give conclusion and recommendations at the end. I chose to critique Memo Locomotive Puzzle for this assignment because it is a toy that my family members had played with for few years and children really loves it. I have learned that play is not only enjoyable, but it has a value to learning and development as well. It is in play that young children encounter their own learning situations. Play facilitates social skills and helps children to see things from other people’s point of view. Play helps to strengthen the imagination of children and it is  necessary in cognitive development. Through play, children develop a greater ability to concentrate (Flood and Hardy, 2013, pg 47). Aistear recognises the value of play in early learning and development. Section 3 of the Good Practise Guidelines deals with the subject of play and its role in the early childhood curriculum (Flood and Hardy, 2013, p 165) Aistear recognises the enormous body of research that shows that young children (particularly those aged 0-6) learn most effectively through play and that more directive methods do not work but actually curb children’s natural desire to explore and discover (Flood and Hardy, 2013, pg 92). Going through this assignment I want to find out for what type of play and what stage of play. The Memo Locomotive Puzzle is suitable and I want to see how it stands up in relation not only to play but to learning and developmental values too. I will look at adult’s role in play activities regarding this toy and if there are any changes to be made to improve the toy. I will state my conclusion and give my recommendations at the end. List of criteria 1. Name of toy? Puzzle and Memo Locomotives. 2. What is the price range? It can be bought online at amazon.co.uk and it costs 24 euro, shipping is included. 3. What is a brand for it? The brand is Goki. 4. Who is a toy manufacturer? It is Gollnest & Kiesel KG, Germany. 5. Is it ready available? Yes, it is and can be bought online at amazon.co.uk. 6. At what age group is it suitable? It is suitable for children from 2 years of age up to 6 years of age. 7. Is it suitable for boys or girls? It can be played by boys and girls. 8. Does it suit all cultures? Yes, it does. 9. Is it suitable for children with special needs? Yes, it is. There could be some difficulties to use the puzzle if child has specific movement restrictions. 10. Does it suit single or multiple players? It can be played by single child or up to four children. There are 4 locomotive sets in the box and up to 4 children can play with it at the same time. 11. Is it aesthetically pleasing? Yes, it definitely is. The puzzle comes in four bright, contemporary colours: red, blue, yellow and green. There are lovely, colourful, attractive motifs of animals and children illustrated on it. 12. Is it educational? Yes, it is. It promotes physical, intellectual, language, emotional and social development. 13. Does it help to develop language? Yes, it does. Child names colours, shapes and animals and talks about pictures that appear when pieces are connected. 14. Does it develop motor skills? Yes, it does. It is a great builder of fine motor skills as a child has to connect pieces without a glitch to get a complete picture. 15. Does it encourage imaginative play? No, it does not. This toy is more suitable for manipulation type of play. 16. Does this toy have any sensory benefits to the child? Yes, it does. Wood has individual character, smell and texture. This awakens the natural senses and kelps the child to recognize and understand natural materials. 17. What size is it? Does it need a special storage? The puzzle comes in hard cardboard box sized 21x8x5 cm and does not need a special storage; can be easily put on the shelf. 18. Does it require batteries or does it need to be charged? No, it does not require batteries or charging. 19. From what kind of material is it made of? It is a wooden toy. 20. Is it durable? Yes, it is very durable. The puzzle is made from sturdy wood, so it is very hard to cause any damage to it while it is used in playing activities. 21. What kind of texture does it have? It has smooth, even and solid surface with warm feeling. 22. Is it waterproof? It is not waterproof. But I had experienced that a small amount of water does not cause any damage to the toy. 23. Is it washable or does it need special cleaning? It is not washable and does not need special cleaning. It can be cleaned with dump cloth. 24. Is it for use indoor or outdoor? It is for indoor use, but can be played outdoors as well, if it is not too wet. 25. Is it moveable? Yes, it is. Child can move it, for example, from table to ground very easily. 26. Is it portable? Yes, it is. It comes in nice box with lid and is lightweight. 27. Is it qualitative? Yes, it is. My family members have used this game for more than three years and it still looks and feels the same as it was whet it was brand new. Material is qualitative and sturdy and printings have stayed on place till now. 28. Is it good value for money? Yes, it is. 29. Are parts of it replaceable? No, they are not. 30. Are there levels of difficulty? No, there are not. But adults can make them up, like, asking the child to connect pieces by looking at colours. When child has appreciated it, adult can encourage the child to connect pieces matching the shapes. 31. Are there add-on packs available for it? No, there are no add-on packs available. 32. Is it suitable for multiple purposes? No, it is not. But, if the child has an imagination, he can find another function, for example, use wooden pieces as a part of construction project. 33. Is there a special instruction or programming required? The toy does not require programming or special instruction. 34. Does it require an upgrade? No, it does not require an upgrade. 35. Does it need an adult supervision? It does not require an adult supervision. 36. Is it safe for children? Yes, it is. It is fully tested and certified to meet all safety requirements. It has CE marking. 37. Is there choking risk? No, there is no choking risk. Each piece of puzzle is in size 5Ãâ€"7.7 cm and big enough to be safe for even a very small child. 38. Is it flammable? No, it is not flammable. But it will burn if put in flame, because it is a wooden toy. 39. Does it have a guarantee? No, it does not. But it can be returned to Amazon.co.uk within 30 days of delivery for a full refund. 40. Is it recyclable? Yes, it is. It is made from wood and wood is a natural made material which can be subjected to recycling. 41. Are there reviews about the toy? No, I couldn’t find any reviews about this particular toy. Detailed assessment of the Toy Initially I found out for what type of play my chosen toy can be used for. There are several types of play, but to my chosen Locomotives Puzzle fits Manipulative type of play that is under Physical form of play by Moyles’s forms of play (Beaver et al, 2001, p471). Manipulative play involves practising and refining motor skills. This type of play enhances physical dexterity and hand-eye co-ordination. Over time children need to experience a range of different levels of manipulation if they are to refine their motor skills. This type of play includes manipulating objects and materials (NCCA, 2009, pg 54) Manipulative play includes using puzzles, threading, playdough, carpentry, construction sets and blocks (Department of Education, Training and Employment, 2012, pg2). In this type of play the child has to manipulate with puzzle pieces by lifting, turning and placing them. This  toy can be a part of Intellectual play as well as it helps child to discover and learn colours, shapes and counting and has a benefit to memory skills. This toy can be tested under five areas of benefits to development that links with Aistear’s themes. Aistear recognises the enormous body of research that shows that young children (particularly those aged 0-6) learn most effectively through play and that more directive methods do not work but actually curb children’s natural desire to explore and discover. This section describes how play benefits all five areas of development: intellectual, language, emotional and social (PILES). This links with Aistear’s four themes: wellbeing, identity and belonging, communicating, and exploring and thinking (Flood and Hardy, 2013, p 165). I will look closer how my chosen toy can benefit all five areas of children development. Physical Development: Wellbeing Physical play is very important and essential to children development. Physical play (†¦) promotes gross-motor skills. Children develop balance and increase co0ordinaton trough practising skills such as running, jumping, climbing, skipping, walking on tip-toe, hopping, pedalling, etc. Physical play also promotes health and wellbeing because it increases appetite and tires children so that they sleep well. Physical development also involves the development and refinement of fine-motor skills; creative and construction play are both particularly beneficial in this area (Flood and Hardy, 2013, pg 92). Physical development and health is also one of Key Developmental Indicators (KDIs) that â€Å"together form a framework that guides teachers in the planning process of beneficial learning experiences for the children in their care† ( Flood and Hardy, 2013, pg 61). There are 4 KDIs that relate to physical development and health. This toy is valuable to fine-motor skills. Small-muscle or fine-motor development also is included in the physical development of a child, and deals with such areas as smiling, picking up a fork or tying a shoe. Small-muscle development is evident as infants grasp cereal to put in their mouths and is enhanced by activities such as picking up blocks or drawing with crayons (Brotherson, 2006, pg 2). Playing with The Memo Locomotives Puzzle the child has to lift and turn pieces, and sort them in groups. Children have to do accurate movements to connect pieces thus getting the complete picture of the train.  Children develop control and strength in their fingers by doing that. These things are very essential to educational process at later stage, for example, to handwriting and drawing practise. Intellectual Development: Exploring and Thinking Intellectual, cognitive development takes a big part in children’s overall development. Cognitive development includes the development of each of the following: imagination, creativity, memory skills, concentration skills, problem-solving skills, concept information (Flood, 2013, pg 96). And playing has important role in intellectual development. Through play children can explore and think about a wide range of concepts in a non-threatening way. Play cannot be ‘wrong’ so children are much more likely to take risks with their learning when they are engaged in play (Flood et al, 2013, pg 93). Through play with The Memo Locomotives Puzzle children can explore colours and shapes. This toy helps children to improve their sorting skills, because they have to sort out pieces by colours at the start to make each train. Children will get 8 pieces for each train after sorting them by colours. Now they will be able to sort those 8 pieces in pairs by connecting shapes and by linking pairs together they will get complete train. Each time by playing with it children train their memory skills by remembering which piece has to be taken to make complete diamond shape and which one is needed to make the monkey and bananas picture. Children can learn or improve their counting skill. For example, for a small child teacher/parent can count each piece that child has placed and soon child will start to count together with teacher/parent. Language Development: Communicating The definition of language is: â€Å"Language is any form of communication, be it spoken, written or signed. Language consists of words and system of combining them† (Flood and Hardy, 2013, pg 122) The memo Locomotives Puzzle can give benefits to language development by naming colours, shapes, animals and other parts of pictures. Because of Puzzle’s bright and vivid printings it has a big value to teaching child the right name of exact colour. Besides that, game can be played up to 4 children and by communicating and explaining the rules to each other they will improve they language skills.  Virtually all types of play involve communication. Children negotiate their roles, talk about what they are doing and talk about their plans for what will happen next. (†¦) When playing games with rules, children have to explain rules to newcomers. (Flood and Hardy, 2013, pg 93) Children will learn new words and they will learn new ways how to put words in sentences. Teacher/parent can be a companion to child if he’s playing alone and communicate with him during play thus helping to improve his language development through play. Emotional Development: Identity and Belonging, and Communicating Emotional development involves children learning to deal with their emotions (both negative and positive) in a healthy way. Emotional development also involves the promotion of a positive self-image and high self-esteem. (Flood and Hardy, 203, pg 93) Play is important part of emotional development and The Memo Locomotives Puzzle can help in that. During play with this toy children have to deal with emotions like anger and frustration when something does not work the way children wish to or pride and happiness when they got it right. Those good emotions promote positive self-esteem, child is happy about himself, for example, he is proud he did his train set first or he did his one carefully and at the end it looks nicer than other ones. Children learn to share their emotional with adult and peers, like; child learns not only to show but to talk about his emotions. Emotional regulation is an important part of emotional development (Flood, 2013, pg 175). During play with The Memo Locomotives Puzzle teacher/parent can observe children and help them deal with their negative emotions, like they can teach how to deal with frustration when it is hard for child to find right piece of puzzle. Social Development: Identity and Belonging, and Communicating Social development basically involves the development of three related skills: (1) the ability to interact effectively with others, (2) learning and understanding the norms of the society in which the child lives and (3) moral development. Play can be a very effective way for children to learn and perfect these skills (Flood and Hardy, 2013, pg 94). The Memo Locomotives Puzzle can help children to interact effectively with others. They have to communicate while playing by handing pieces to each other,  helping find the right piece for each other. They have to learn to share The Locomotive’s sets and wait for their turn. They will learn to ask for a piece nicely and use phrases like ‘thank you’ and ‘you are welcome’ thus learning and teaching to each other good manners. Children learn to understand the norms of society by doing that. â€Å"Social norms are descriptions of ‘rules’ about people’s behaviour, beliefs, attitudes and values within a society or social group† (Flood, 2013, pg 151). It is very important to select not only the right type of play to promote child’s development but to make sure that the play will match his stage of development also. Most of theorists of play, like Maria Montessori, Friedrich Froebel, Steiner Waldorf, Sigmund Freud, Jean Piaget and Rudolph Steiner, have identified stages of development. For example, Rudolf Steiner distributed 3 different stages: 0-7 years, 7-14 years and 14-18 years (Flood et al, 2013, pg 42-43). The Memo Locomotives Puzzle is suitable for children in age group 2-6 and fits under first stage (0-7) years by Steiner’s concept: The first seven years of children’s lives are of greatest importance. (†¦) Children conquer the skills of movement, speech, gesture and communication. (†¦) Children absorb every aspect of their environment and they are open to external influences also. The focus at this point is on learning by doing (Flood and Hardy, 2013, pg 42-43). I already have clarified that my chosen toy helps to improve children’s basic knowledge in physical, intellectual, language, social and emotional development and it means that age group marked on The Memo Locomotives Puzzle’s label match the concrete toy. Detailed assessment of the role of the adult There are two styles of play that are relevant to adult’s role in children playing activities. They are structured play and free play. Structured play is planned, guided and led by adults. Structured play can be useful but there is a risk that if it is too adult-led children can lose interest. (†¦) Adults can provide support by demonstrating skills that the child can then try out for themselves. (†¦) Some theorists advocated a very structured approach. Montessori advocated that certain skills should be very clearly demonstrated by the adult, with the child carefully watching so that  they could then copy exactly what the adult had done (Food and Hardy, 2013, pg 87, 88) Free play is not adult-led. Adults provide equipment, materials and resources for free play, but they do not direct it any way. Advocates of free play believe that children learn much more from this style of play than from structured play, since they are more motivated by having created it themselves (Flood and Hardy, 013, pg 88). The Memo Locomotives Puzzle needs adult participation to improve children development in all five areas of benefits to development. Adult participation is essential to help children by naming colours or shapes, showing which colour or shape are the one that has been named. Therefore adult attendance is not essential all the time. Children can be left with the toy by themselves thus giving them time to practise their object manipulating skills and memory. Adult has to observe children while playing and make a decision when to intervene and when to stand back. Adult must intervene and help in communication thus helping to develop children’s social and communication skills, like helping to resolve conflicts and to solve problems in peaceful manner. I like Janet Moyles concept and I believe it suits the best regarding adult role to play with The Memo Locomotives puzzle. The concept for which she (Janet Moyles) is best known is the spiral of play or spiral of learning. The spiral of play describes how children move in and out of different modes of play: direct play to free, and back again (Flood and Hardy, 2013, pg 105). Adult observes to children playing and decides when and if he/she is required to intervene in the play to support it. Evaluation I consider results of my assignment as positive and valuable. I found out a lot about my chosen toy’s benefits to children learning through play. I discovered for what type of play this toy would suit the best and how adult can support children in play with it. Conclusion My aim was to find out can The Memo Locomotives Puzzle be supportive in learning through play and give any benefits to children’s development. I  introduced with my chosen toy and did description of the toy including 40 assessment criteria and described the toy under five areas of benefits to children’s development. I also looked at adult role in play with The Memo Locomotives Puzzle. I found out that toy is educational and fun. I found that The Memo Locomotives Puzzle fits under manipulative type of play. The toy can be useful in all five areas of benefits to development: physical, intellectual, language, social and emotional development. I believe that manufacturer has positioned this toy under the right age group because of children’s developmental stages and age stages. I discovered that for this toy looking at adult role better suits structured style of play with adult stepping in and out giving children time for free play as well. Overall I looked at toy from many aspects and found this toy suitable for children’s learning through play. Recommendations My list of advantages and disadvantages: Advantages Disadvantages Attractive for children Age group toy is suitable for Benefits all five areas of children development Material for storage box is not quite durable Affordable High quality Made of natural material In overall I really like this toy. I have experienced that children love this toy and it is attractive for them. There are only two things I would recommend to change about it: 1) Although the toy comes in good hardboard box, I would recommend using wooden box instead. The hardboard box can be destroyed in a second if child steps on it and it would make storage very impractical. I believe it would lead to lost pieces. I agree that wooden box  would make the toy a bit more expensive, but it would make the toy last longer. If there are no pieces lost, this toy really last for many years because of its durability. 2) I would recommend to manufacturer to change an age group that toy is suitable for. Because of my own experience I can say that this toy is really attractive to children aged 2-4. Children at age 5-6 lost their interest after the first time playing with it. They already know colours and they know shapes and they got along very quickly, level of difficulty is too easy for them. All the other aspects, like durability, bright and vivid colours, lovely printings. I believe, are very good regarding this toy. I like about this toy that it is really educational and attractive for children and I would highly recommend it to parents and teachers for children aged 2-4. References Beaver, M., Brewster, J., jones, P., Keene, A., Neaum, S., and Tallack, J., 2001, Babies and children, Diploma in childcare and education, United Kingdom: Nelson Thornes Brotherson Sean, Bright beginnings #8, 2006, US: NDSU Extension Service Department of Education, Training and Employment, 2012, Giving children a flying start, Australia: Queensland Government Flood E., Hardy C., 2013, Early Childhood Education & Play, Dublin: Gill and MacMillan Flood, E., 2013, Child Development, Dublin: Gill and MacMillan NCCA, Aisthear: The Early Childhood Curriculum Framework, 2009, Ireland: NCCA