ART METAL SCULPTURE Essay Example | Topics and Well Written Essays - 750 words

ART METAL SCULPTURE - Essay Example The location of this sculpture is outside East Entrance Parking Lot N, a campus setting. Harold’s metal sculpture resembles two joined elliptical forms whose common joint acts as resting base in an ample clearance or setting. On its two sides, these elliptical forms bear a common inclination angle such that from a distance when viewing from its wide side resembles an eagle flying with its outstretched wings but swung in certain equal inclinations at both sides. Joinery of this work encompassed welded steel and Corten before flattened in such a way at the middle. The entire artwork its sculptor has painted it dark brown color, which makes it come out clearly from its settings bearing natural vegetative colors. Specifically, these are green, bright, and blue sky from the background. Hence, inducing a calmness, refreshing and relaxing moods evident in the way these colors as well as settings of the entire sculpture compliment each other. The location of this work is outside East Entrance Parking Lot N, which is a campus setting. Its entire structure rests on a flattened joinery where the two elliptical forms give an impression of meet at the central point; hence, the sculptor here utilizes the aspect of balance to ensure it is upright. Viewing from its four sides, the viewer only manages to see two identical sides. These include the two sides, front side and the rear one. Sculptor in making his work utilized welded and Corten steels with the intention of bringing out machinery effect. This is because many elliptical objects or forms are quite evident in engineering field whereby smooth and well-curved surfaces gives an implication of keenness by the artists and those represented by the object. Its smoothness and side view elevation gives an implication of heightened skill in making fabricated materials. Consequently, this symbolizes a resourceful center characterized with impeccable ways of attaining their

Black Bourgeoisie Essay Example for Free

Black Bourgeoisie Essay E. Franklin Frazier’s Black Bourgeoisie was more prophetic than many realized. Frazier, who addressed the burgeoning black middle class, expressed concern about the intra-class conflict vis-a-vis socioeconomic status of black folks. Frazier notes that the black middle class was in a rush by the 1960s to assimilate. During the Harlem Renaissance, even W. E. B. Du Bois â€Å"strategically included white judges on panels for their black literary competitions, in hopes that white approval would add luster to black achievements. † This shift that occurred was not a mass or universal one. The black middle class was still small and would not be catapulted until after the advent of Affirmative Action. According to the perspective of E. Franklin Frazier, the â€Å"Black Bourgeoisie† played an important role among American Negros for decades. Frazier’s study led him to the significant of â€Å"Negro Business† and its impact on the black middle class. Education was a major social factor responsible for emergence of the Black bourgeoisie. By fact, the net total number of the free Negroes in the first generation topped out at 37,245 with an estimated accumulation of 50,000,000 in real and personal wealth before the civil war. Free Negroes in southern cities undertook businesses in skilled labor such as carpenters, tailors, shoemakers, wheelwrights, bricklayers, butchers, and painters. The failure of the Freedmen’s Bank contributed to the slow development of the black middle class when Blacks put all their money into the Black banks and when they went under only forty percent of deposits were returned. Occupational differentiation is the change in work field for the Black class. A small professional group making up three percent of all workers had gradually become differentiated from the majority of Blacks. Occupational differentiation had proceeded slowly because Blacks were accustomed to the agriculture field and not only until the migrations to the North were had had they introduced to the industrial centers. In addition the Depression played a role in slowing up the process. Black-owned businesses are primarily service establishments simply because of the refusal on the part of white establishments to provide personal services for Negroes. The debate over true liberalism among blacks still exists. I have found the upper black middle class to be far more conservative and less active towards civil rights and social policy of late. I am concerned that the black bourgeoisie is willing to shift its focus away from the liberalism that put them in their position for racial acceptance. I believe integration is vital to a liberal society as noted by my neighborhood, friends, and place of employment; however, I do not think the black middle class should play the conservative card that carries with it values, attitudes, and behaviors that do not represent progress for all minority groups. Sure 90% of blacks vote in a solid block for the Democratic Party, but that block is not as tight as it used to be.

Les Demoiselles d?Avignon Essay -- Essays Papers

Les Demoiselles d?Avignon As strolled through New York City?s Museum of Modern Art , one particular painting grabbed me , shook me , then through me to the ground to contemplate its awesome power. Like a whirlwind of art , Les Demoiselles d?Avignon , by Pablo Picasso , sent my emotions spinning. I felt extremely uncomfortable glancing at it , let alone staring at it closely for twenty minutes. The raw sexuality and tension that Les Demoiselles d?Avignon radiated was absolutely overwhelming yet very confusing. Other art lovers in the room also expressed discomfort as they glanced at the enormous 96x92 inch painting. Most people would only allow quick glances in between long stares at the more typical paintings on the other walls. I even heard one girl remark ?it?s so gross!!? in a nervous and uncertain voice. I had to know why Les Demoiselles d?Avignon was doing this to me and the others in the room. Les Demoiselles d?Avignon was the product of an irritated and restless Pablo Picasso. In 1906 , Picasso began to tire of painting in the fairly traditional manner that governed his paintings up to Les Demoiselles d?Avignon. His solution was to revolutionize painting.1 Why was Picasso unsatisfied with traditional painting? Essentially Picasso?s overall dissatisfaction for sticking with anything for a long period caused him to take up the difficult quest of revolutionizing painting. He was known to constantly change the styles and mediums through which he created his art. Andre Salmon, a poet and friend Picasso, was once quoted as accusing Picasso of ?trying to force his friends to speculate on the whole problem of art every time they took a brush in their hands.? 2 This quote is very telling of Picasso?s need to change and solve artistic problems. In 1906 he abandoned the painting traditions that stretched all the way back to the Renaissance , and began Les Demoiselles d?A vignon. Les Demoiselles d?Avignon was the product of intense study. The comments of Salmon , shed light on the intensity of the project; ?....He became uneasy , He turned his canvases to the wall and threw down his paintbrushes. For many long days and nights , he drew....Never was labor less rewarded with joy , and without his former youthful enthusiasm Picasso undertook a large canvas that was intended to be the fruit of his experiments.? 3 Every aspect o... ...ing is an enemy!.....the fetishes were weapons. To help people avoid coming under the influence of spirits again , to help them become independent.......I understood why I was a painter....Les Demoiselles d?Avignon must have come to me that very day , but not at all because of the forms ; because it was my first exorcism painting-yes absolutely!? 15 Picasso used Les Demoiselles d?Avignon to free himself from what the world had told him was absolute. Les Demoiselles d?Avignon mocks and teases the faith that people put into their ignorance of the unknown. Picasso?s Les Demoiselles d?Avignon continues to challenge a shake people to this day. Bibliography: John Richardson , A Life of Picasso volume 2 1907-1917 (New York : Random House Press 1996) 15. Arriana S. Huffington , Picasso:Creator and Destroyer . (New York : Simon and Schulster , 1988) 89. Marie-Laurie Berndac and Bouchet , Picasso: Master of the New Idea . (New York , Abrams , 19 Kirk Varnedoe , Response to Les Demoiselles d?Avignon. (http://www.moma.org/docs/collection/paintsculpt/c40.htm , 1997) George H. Hamilton , Painting and Sculpture in Europe 1800-1940 . (New Haven : Yale U. Press 1993) 46-47 Les Demoiselles d?Avignon Essay -- Essays Papers Les Demoiselles d?Avignon As strolled through New York City?s Museum of Modern Art , one particular painting grabbed me , shook me , then through me to the ground to contemplate its awesome power. Like a whirlwind of art , Les Demoiselles d?Avignon , by Pablo Picasso , sent my emotions spinning. I felt extremely uncomfortable glancing at it , let alone staring at it closely for twenty minutes. The raw sexuality and tension that Les Demoiselles d?Avignon radiated was absolutely overwhelming yet very confusing. Other art lovers in the room also expressed discomfort as they glanced at the enormous 96x92 inch painting. Most people would only allow quick glances in between long stares at the more typical paintings on the other walls. I even heard one girl remark ?it?s so gross!!? in a nervous and uncertain voice. I had to know why Les Demoiselles d?Avignon was doing this to me and the others in the room. Les Demoiselles d?Avignon was the product of an irritated and restless Pablo Picasso. In 1906 , Picasso began to tire of painting in the fairly traditional manner that governed his paintings up to Les Demoiselles d?Avignon. His solution was to revolutionize painting.1 Why was Picasso unsatisfied with traditional painting? Essentially Picasso?s overall dissatisfaction for sticking with anything for a long period caused him to take up the difficult quest of revolutionizing painting. He was known to constantly change the styles and mediums through which he created his art. Andre Salmon, a poet and friend Picasso, was once quoted as accusing Picasso of ?trying to force his friends to speculate on the whole problem of art every time they took a brush in their hands.? 2 This quote is very telling of Picasso?s need to change and solve artistic problems. In 1906 he abandoned the painting traditions that stretched all the way back to the Renaissance , and began Les Demoiselles d?A vignon. Les Demoiselles d?Avignon was the product of intense study. The comments of Salmon , shed light on the intensity of the project; ?....He became uneasy , He turned his canvases to the wall and threw down his paintbrushes. For many long days and nights , he drew....Never was labor less rewarded with joy , and without his former youthful enthusiasm Picasso undertook a large canvas that was intended to be the fruit of his experiments.? 3 Every aspect o... ...ing is an enemy!.....the fetishes were weapons. To help people avoid coming under the influence of spirits again , to help them become independent.......I understood why I was a painter....Les Demoiselles d?Avignon must have come to me that very day , but not at all because of the forms ; because it was my first exorcism painting-yes absolutely!? 15 Picasso used Les Demoiselles d?Avignon to free himself from what the world had told him was absolute. Les Demoiselles d?Avignon mocks and teases the faith that people put into their ignorance of the unknown. Picasso?s Les Demoiselles d?Avignon continues to challenge a shake people to this day. Bibliography: John Richardson , A Life of Picasso volume 2 1907-1917 (New York : Random House Press 1996) 15. Arriana S. Huffington , Picasso:Creator and Destroyer . (New York : Simon and Schulster , 1988) 89. Marie-Laurie Berndac and Bouchet , Picasso: Master of the New Idea . (New York , Abrams , 19 Kirk Varnedoe , Response to Les Demoiselles d?Avignon. (http://www.moma.org/docs/collection/paintsculpt/c40.htm , 1997) George H. Hamilton , Painting and Sculpture in Europe 1800-1940 . (New Haven : Yale U. Press 1993) 46-47

Human Resource Development and Strategy Essay

Abstract The purpose of this portfolio project is to assess the learning experienced and my development during my group project. Also, to explain the methods and approaches implicated in completing the training plan; my involvement and participation in the group project. This Final HR Portfolio Project will present the reader a thorough analysis of my contribution to the group project. Final HR Portfolio Project Introduction The purpose of this portfolio project is to assess the learning experienced and my development during my group project. Also, to explain the methods and approaches implicated in completing the training plan; my involvement and participation in the group project. I will conduct a self-evaluation of my participation in the project and express my beliefs and perceptions. In addition, I will answer the following questions: †¢Was the training program the team developed effective in meeting the written objectives †¢The challenges the team and I met and the actions I took to address and resolve the problem †¢I will explain how the interpersonal relationships within the team change from the beginning to the end of the project †¢Convey the effectiveness of the overall team project to me as an individual learning activity and what I learnt that was totally new to me †¢What I would do differently if I had it to do all over again and why? †¢I will describe how could the project have been a better learning process? With specific thoughts on improving the course. †¢Lastly, particular attention will be given to the team experiences and the effectiveness of communication Statement about my own perceptions I went into this project not knowing the amount of work it takes to assess, design, develop and evaluate a training program. I believe that I emerge from this project with new profound knowledge and I learnt how to enhance my training program development for future training needs of my employees. Self-evaluation for participation in the project In completing a self-evaluation for my participation in the group project, I found that I had put forth a lot of time into completing this project. My strengths in the project were as follow: I was able to research my part of the project efficiently and I found some very useful information, I compiled and refined the paper. My weakness in this team assignment was my impatient with the team’s leader continuous duplicate posting of the same information, but I the end of the day, I had to remind myself that it was her managing style and to bring the project to fruition, I had to overcome my impatience. I believe that I have done this assignment to the best of my abilities and if I could have improve my part of the assignment, it would have to be instead of having done so much research that was not even use in the final project; I should have had research only the key points that was going in the slides. Lesson learned and I now know better for next time. Effectiveness of team meeting written objectives The training program strategy our team developed epitomizes the approach that the Dell Company need to implements to make sure that presently and in the future, the call center customers interactions support the attainment of its goal of customer satisfaction by widening the skills and aptitudes of the call center’s employees and managers alike. I judge that it can be expressed that the team’s training program development has indeed met its written objectives and if Dell HR strategically implements the plan, then I believe the group’s training program should be successful. What challenges did you and your team meets? What actions did you take to address and resolve the problem? Whenever a team assembled together there bound to be some challenges and the action and reaction of each individual member of the team can make or break the team. Such a statement is true in the case of my involvement in this group’s training program plan. Since I was the compiler for this group project; I believe one of our major challenge was the fact that we misunderstood the direction given by the instructor and some group member’s portion of the research for the project were somewhat off topic, some were trying to evaluate the training program (when the directive stated otherwise) and some of the suggestions were not helping moving the project forward. Another challenge was the fact that we ended up with a vast amount of data from different team member and most of them were unusable. The action I took to address and resolve the challenges were by omitting some of the data and ensure that the remaining information was suitable to satisfied the requirement of the training program Interpersonal relationships Changes The interpersonal relationships within the group did change somewhat. But to put this into prospective, after taken many upper-level courses for my BS program here at Walden, which required my involvement with group projects–I had my share of interpersonal relationships changes and some were never amended. However, the changes that occurred during this group project were minor, compared to others and the team experience/interaction was pleasant. Nadler (1998) point out: â€Å"Develop and communicate a clear image of the future state† (Nadler, 1998). To be specific, Nadler’s point of communication was taken to whole new level during this project. For example, one interpersonal relationships change that transpired during the beginning to the end of the project were the fact that the project leader did not give the team members a chance to select their own question(s) to answer; she assigned the questions and some of the roles without the prior agreement from the te am members. Additionally, when the timeline set forth by her was not followed down to the minute, she sent constant emails and posted many messages on the group discussion board that went unanswered by most of the team members. Nonetheless, for the sake of completing the project on a timely manner, our interpersonal nuisances were resolved, team members had became more flexible and useful, members were offering helpful suggestions for the completion of the training program plan and at the end of the project, the group discussions were more lively and our training program plan were effective. How effective was this overall team project to you as an individual learning activity? What did you learn that was totally new to you? The group project Rubric stipulated the context and design measurements for the competition of the group’s project, which, in conjunction with our groups’ own research, led to the development of the call center training program plan. The training program design, development, instruction, and evaluation were further enhanced with each individual contribution to ensure that the training program meets all design requirements and capable of accomplishing the call center staffs training needs. As Honey et al (1996) defined learning as: â€Å"Learning has happened when people can demonstrate that they know something that they did not know before (insights, realizations as well as facts) and when they can do something they could not do before (skills)† (Honey et al, 1996). I believe that I have gained plenty of knowledge from this group project experience. From the training program development, to the detailed training program, I judge that it was indeed effective for my individual learning endeavor and I learned the mechanics necessary to create a successful training program. What I learned that was totally new was the formatting of the contents for the training program utilizing PowerPoint. What would you do differently if you had it to do all over again? Why? Having the chance to redo this project all over again, I probably make myself available to be the project leader and direct the team to focus their attentions toward the requirements of the project. By doing so, I would be able to filter out any unnecessary tension between the group members. How could the project have been a better learning process? I believe that as a team, we could have made better use of the tools available to us to streamline the completion of the project and tools such as the chat-room, and file sharing could have been incorporated to foster a smoother workflow. As far as improving the project itself, I am not able to provide any clear assessment because of the fact that I do not have any other groups to compare our work with ¬Ã¢â‚¬â€œfor as such has been my experience here at Walden. On the other hand, I do think that the formation of the groups should be done at the end of the first week of class to allot plenty of time to the group members to get acquainted before the start of the project. If such a suggestion is not feasible, then changing the due date for submission of the project could better the learning process. Conclusion The group training program plan has outline all the essential assessment, design, development, instruction, and evaluation (ADDIE) of training development planning and the proper implementation of the training program will ensure that the call center will be effective. In addition, in case of decreased in the call center productivity or an increased in customer dissatisfaction, could force the organization to take a careful look at its training program, Dell should put together a systematic way to evaluate and do a retraining assessment of the call center staffs to help lessen the number of customer issues. Additionally, our team did a great job creating the training program plan and our instructor’s feedback made a big difference. References Blanchard, P. N., & Thacker, J. W. (2010). Effective training: Systems, strategies, and practices (4th ed.). Upper Saddle River, NJ: Pearson Prentice-Hall. Honey, P., & Mumford, A. (1996). The Manual of Learning Styles (3rd ed.). Maidenhead, NJ: Honey Publications. Nadler, David A. (1998). Champions of change: How CEOs and their companies are mastering the skills of radical change. San Francisco: Jossey-Bass

Man or Brute Essay

The Analysis of the Monster of Frankenstein: Man or Brute What is the difference between man and beast? The answer to that question is as grey as the gloomy clouds that constantly hang over Dr. Frankenstein’s head. Mary Shelley’s characters Dr. Frankenstein and his monster from her novel Frankenstein blur the lines between civilized and animalistic. Before chapter ten the monster is an ominous character, only being seen a few times. The true disposition of the character has yet to be established. Through the setting of the passage, and rhetorical questioning Mary Shelley builds on the motif of redemption and using invectives is able to build layers of depth and complexity of the character. Shelley characterizes the monster as isolated, self pitying, vulnerable, and aggressive. Mary Shelley uses the dismal and frigid setting of chapter ten to indirectly characterize the monster as isolated and cut off. During the paragraphs preceding the meeting of the monster and Dr. Frankenstein, he orates the scene in great detail, saying that â€Å"A mist covered the surrounding mountains. Presently a breeze dissipated the clouds, and I descended upon the glacier† (Shelley 80). The description generates an icy and desolate ambiance surrounding the setting right before the entrance of the monster. By introducing the monster into a dismal and frigid atmosphere Shelley deepens the layers of the monster’s character by creating an indirect link between him and the setting. The setting is elaborated when the monster himself describes his habitat by saying, â€Å"dreary glaciers are my refuge† and â€Å"These bleak skies I hail, for they are kinder to me than your fellow-beings† (82). Shelley repeatedly uses the word â€Å"glacier,† first when Frankenstein describes the scene and again when the monster describes them as his â€Å"refuge†. The word glacial, which means of ice, or icy,   builds the foundation to make the connection between glacial and the synonym frigid. Also, the utilization of words such as â€Å"dreary† and â€Å"bleak†, which are synonyms with dismal, reinforcing the fact that the monster, himself feels more secure in the remote and abyss like caves than in civilization. Therefore, he is an isolated creature cut off from the human world, which leads to the formation of feelings of indignation towards humans and his self pitying nature. Through the use of rhetorical questioning Shelley expresses the monster’s feelings of indignation, inducing the characterization of his self pitying nature. Feeling wronged by humans, especially his creator, the monster eludes to his distress through questions such as, â€Å"Have I not suffered enough that you seek to increase my misery? (81). The monster uses phrases like this in the effort to make Dr. Frankenstein aware of the pain he has inflicted. However, Dr. Frankenstein is not remorseful for his actions, so again the monster floods Frankenstein with statements such as, â€Å"am I not alone, miserably alone? You my creator abhor me† (82). The â€Å"misery† that the monster refers to is the neglect and rejection that he feels from his creator, which in return fuels his hatred towards humans, and his feelings of sadness for himself. The repetitive use of the polarizing structure of â€Å"I† verses â€Å"You† shows the monster’s tendency to blame Dr. Frankenstein for all his misery in order to feel the gratification of his self pitying actions. In the eyes of the monster the only way to justify the matter is   for Frankenstein to accept him. The motif of redemption is prevalent throughout out the passage as the monster pleads for it, which characterizes him as vulnerable. The monster beseeches Frankenstein for redemption and acceptance by saying â€Å"I am thy creature†¦ Remember that I am thy creature;   I ought to be thy Adam† (81). In the simile of the monster and Adam, the monster hints at the fact that he has sinned, and yearns for compassion and redemption from his creator. Like Adam in the biblical story when he sinned and ate from the tree of knowledge he became aware of his nakedness. In the context of the monster the nakedness represents vulnerability. The comparison of Adam and the monster is used by Shelley to bring humanistic characteristics to the monster by hinting at his corruption and vulnerability. On multiple occasions the monster says â€Å"I entreat you to hear me† (81) and â€Å"How can I move thee? † and again saying â€Å"Listen to my tale† (82). At least three separate times the monster pleads for a chance. By asking for redemption the monster puts himself at the mercy of Dr. Frankenstein, making himself emotionally vulnerable. The layers of the monster are built by having constant contrast between the monster emotional vulnerability and physically dominance. Mary Shelley contrasts the monsters emotional vulnerability with physical aggressiveness; shown through short invective outbursts. After seeing that Frankenstein was unmoved by his plea the monster resorts to contemplating physical retaliation. The invectives, short intense emotional verbal attacks, can also be described as verbal threats. For example the monster says, â€Å"Do your duty towards me, and I will do mine towards you and the rest of mankind†¦but if you refuse, I will glut the maw of death, until it be satiated with the blood of your remaining friends† (81). The graphic threats towards Frankenstein help to characterize the monster as aggressive. Not only does the monster threaten Frankenstein’s friends he threatens all humans saying â€Å"deliver them from the evil†¦ Not only you and your family, but thousands of others, shall be swallowed up in the whirlwinds of its rage† (82). As the passage goes on the threats become darker and more horrific contemplations, resemble   more animalistic than civilized thoughts. Shelley clouds the line of reason on whether or not the monster is human or beast. Mary Shelley is able to create an antagonist with such depth, by using the setting to indirectly characterize the monster as isolated and cutoff. She comments on the natural need for acceptance and how when this is not met, it leads to the formation of emotional vulnerability. Shelley adds complexity to the monster by exploring the cause and effect relationship between the lack of acceptance of his creator and his constant need for Dr. Frankenstein’s affirmation. The aggressive tendencies shown in the text through invectives as threats, also hints at the monster’s animal like origins. This passage is essential to the understanding of the monster, because it offers immeasurable insight to the minds and mannerisms of the characters. The lines that separate human from brute become blurred and the criteria for being a man are questioned. Work Cited Shelley, Mary. â€Å"Chapter 10. † Frankenstein. New York: Penguin Group, 2000. 78-83. Print.