Masaccio - Innovator Of Perspective And Illusion Essays

Masaccio - Innovator of Perspective and Illusion Masaccio: Innovator of Perspective and Illusion Considered the greatest Florentine painter of the early 1400s, Masaccio is one of the most important figures of Western Art. Tommaso di ser Giovanni Cassai di Simon Guidi was born in 1401 and nicknamed Masaccio Careless Tom because of his attitude. He was apathetic to things like personal appearance and worldly materials, and was thus careless with his possessions. As a child, he concentrated more on his art instead of himself and what others thought about him. He moved from Castel S. Giovanni di Altura to Florence in 1417 to become a pupil of Masolino di Panicale. There, he helped upon innovations of art. In 1422 and 1424, he enrolled in the guild of St. Luke of Florentine Painters. After becoming jaded at the medieval art, Masaccio wanted to make art more realistic and true to life. He constantly studied the idea of perspective in an effort to make his paintings appear natural. Few paintings can be undoubtedly credited to Masaccio, but these are considered masterpieces nonetheless. His greatest work was done on the frescoes in the Brancacci Chapel of Santa Maria del Carmine in Florence. These frescoes were started by Masolino and ultimately completed by Fillipinno Lippi years after Masaccio's death. This chapel is now a significant monument in the history of art. These frescoes had a tremendous impact on Florentine art thereof, and were used as a basis to teach new artists like Michelangelo and Raphael. It is on these walls that Masaccio created -Expulsion from Eden and The Tribute Money, and many others with Biblical subjects. Probably his most famous, The Tribute Money, gives a superb example of linear perspective, atmospheric perspective, the separation of lines, and the classic color theory. Linear perspective is a mathematical system of fixing objects on a plane of a two dimensional surface. This also involves orthogonals, imaginary lines receding into the distance, horizon line, the horizontal line at the viewer's eye level, and vanishing point, where the orthogonals come together. Atmospheric perspective is slightly different. It creates the illusion of depth through methods like color saturation, brightness angle, and texture angle. The classic color theory is another way of emphasizing space in the painting. The theory says that warm colors appear to advance while cool colors recede. This is why Masaccio painted red and orange-clothed figures with a blue and gray background in The Tribute Money. Painters including Masaccio developed the separation of planes in the 14th century. It is the technique of overlapping planes to create depth by using a foreground, middleground, and background. Perhaps the most mysterious thing about Masaccio is his death. Leaving the chapel unfinished, he left for Rome and died and the young age of twenty seven in 1428. It is speculated that he was poisoned, but there are no certain records of this. He was buried at the church of the Carmine in 1443. His friend, Brunelleschi was very troubled after hearing about this because Masaccio had given him many tips in perspective and architecture. Notwithstanding his early death, Masaccio's creations would still be looked upon as a paragon of illusion for years to come. -Sometimes referred to as the forerunner of Michelangelo, Masaccio was, with Donatello and Brunelleschi, one of the founders of the Florentine Renaissance,- according to Encyclopedia of the Renaissance. Masaccio is essentially remembered because of his imaginative use of perspective, and this originality will place him in the same stratum as Giotto and Michelangelo.

35 Synonyms for Look

35 Synonyms for Look 35 Synonyms for â€Å"Look† 35 Synonyms for â€Å"Look† By Mark Nichol Look, it’s perfectly acceptable to use the verb look, but don’t hesitate to replace this fairly ordinary-looking word with one of its many more photogenic synonyms. Many of these substitutions come in especially handy when it comes to finding one word to take the place of look-plus-adverb or look-plus-adjective-and-noun, as the definitions demonstrate. 1. Blink: to look at with disbelief, dismay, or surprise or in a cursory manner 2. Browse: to look at casually 3. Consider: to look at reflectively or steadily 4. Contemplate: to look at extensively and/or intensely 5. Dip (into): to examine or read superficially 6. Eye: to look at closely or steadily 7. Fixate (on): to look at intensely 8. Gape: to look at with surprise or wonder, or mindlessly, and with one’s mouth open 9. Gawk: see gape 10. Gawp: see gape (generally limited to British English) 11. Gaze: to look steadily, as with admiration, eagerness, or wonder 12. Glare: to look angrily 13. Glimpse: to look briefly 14. Gloat: to look at with triumphant and/or malicious satisfaction 15. Glower: to look at with annoyance or anger 16. Goggle: to look at with wide eyes, as if in surprise or wonder 17. Leer: to look furtively to one side, or to look at lecherously or maliciously 18. Observe: to look carefully to obtain information or come to a conclusion, or to notice or to inspect 19. Ogle: to look at with desire or greed 20. Outface: to look steadily at another to defy or dominate, or to do so figuratively 21. Outstare: see outface 22. Peek: to look briefly or furtively, or through a small or narrow opening 23. Peep: to look cautiously or secretively; see also peek (also, slang for â€Å"see† or â€Å"watch†) 24. Peer: to look at with curiosity or intensity, or to look at something difficult to see 25. Peruse: to look at cursorily, or to do so carefully 26. Pore (over): to look at intently 27. Regard: to look at attentively or to evaluate 28. Rubberneck: to look at in curiosity 29. Scan: to look at quickly, or to look through text or a set of images or objects to find a specific one 30. Skim: see scan 31. Stare: to look at intently 32. Stare (down): to look at someone else to try to dominate 33. Study: to look at attentively or with attention to detail 34. Watch: to look carefully or in expectation 35. Wink: to look at while blinking one eye to signal or tease another person Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Inquire vs EnquireProved vs. ProvenRite, Write, Right, Wright

Theoretical dimensions involving criminal behavior Research Paper

Theoretical dimensions involving criminal behavior - Research Paper Example Cultural norms are actions and practices that are well-accepted in society, while deviant actions are those that are not acceptable. All forms of crime are considered deviant. It is not acceptable for a person to break into the house of someone else and take everything. It is not acceptable for a person to randomly kill another person. Thus, deviants, most especially, criminals, need to be punished in order for them to be accepted again into society. Theories on Criminal Behavior One of the sociological theories that were applied to criminal behavior was Durkheim’s concept of anomie. Anomie is the mismatch between a person’s (or a group’s) beliefs and that of the majority. When a feeling of anomie exists, then the two groups can not exist in the presence of the other. One has to give way, usually, the smaller group adapting the norms of the larger group. When the smaller group decides to continue going against the norms, then conflict would occur. The concept of anomie was used by Robert King Merton and other sociologists to develop what they refer to as the Strain Theory. The strain theory states that social structures and norms within society may pressure citizens to commit crime. It follows Durkheim’s study of anomie and suicide. He believed that a person commits suicide due to a feeling of insignificance and alienation. Merton used Durkheim’s views to further explain deviance and criminal behavior. ... et of social relationships in which members of the society or group are variously implicated." Anomie, the state of normlessness, arises when there is "an acute disjunction between the cultural norms and goals and the socially structured capacities of members of the group to act in accord with them." (Merton, 1968) Merton then links all the three concepts and believes that discontinuities between culture and structure cause deviance. Source: Wikipedia.org If Merton’s theory would be applied to the social context at present, an example we can use is the common belief that crimes increase in times of economic crisis. People have certain cultural practices, and these practices are supported by the structure (government and economy). Once the structure breaks down, like in an economic crisis, the people would have to adjust their practices. Those who cannot adjust to the new structure, or those who does not want to adjust, tend to do crimes. It’s like a person who steals mo ney from the bank so that he or she can buy food and other basic needs. Robert Agnew further explained Merton’s theory, believing that a theory should not be tied to social class or culture. He popularized the general strain theory, which focused more on an individual’s immediate social environment. He argued that an individual's actual or anticipated failure to achieve positively valued goals, actual or anticipated removal of positively valued behavior, and actual or anticipated presentation of negative behavior all result in strain. For example, if an individual fails to get the kind of attention that he or she expects from others, then that would cause that individual to feel bad about other people. These situations are more common among children, and if this kind of feeling builds up, then

EU COMPETITION LAW Essay Example | Topics and Well Written Essays - 2500 words

EU COMPETITION LAW - Essay Example For a better understanding, the paper will first approach the legal interpretation of concurrence of wills as provide for in Article 81 of EC. Introduction: Understanding Concurrence of Wills as Per Article 81 of EC The EU competition law does not any distinctions otherwise referred to as formalistic between any two varied forms of collaboration within the provisions of Article 81 of the EC law. One may find reference to this in the case involving Volkswagen v Commission1. The concept of agreement, within the interpretation of this article, on the existence of the concurrence of wills, explores different possibilities of trade and sales relations between two or more parties. The article provides that form in which the concurrence of wills manifests itself remains vital provided it is in utmost good faith by parties involved (Office of Fair Trading, 2010, p. 12). In other words, the article also implies that courts shall construe agreements to mean concurrence of wills. One may also i nterpret the article to understand agreements as to mean existence of a common intention between two or more parties. ... Convergence of interest to promote commerce within the provisions of accepted form of competitions such a mergers and collusions. The EU Article 81 interprets collusion in terms of jurisdiction functions rather than in substantive function. The problem is that collusion, under Article 81, does not hold given that it is never jurisdiction in many cases but substantive. Provisions of Article 101(1) TFEU The Treaty on the Functioning of the European Union, Art 101(1) TFEU, takes any agreements between undertakings, decisions by association of undertakings and concerted practices to mean agreements. For better understanding, the article also takes such agreements to mean Horizontal Corporation. In addition to that, clarification, the article also defines Horizontal Corporation to mean any agreement into which actual competitors or potential competitors enter. The article also covers two companies that deal in the same line of the product, though, in different geographical conditions (Off ice of Fair Trading, 2010, p. 21). For the purposes of Art 101(1) TFEU, one expects the article to assess an agreement between undertakings. This is because an agreement is capable of affecting trade between member states. The article assess whether an agreement has elements of an anti-competitive object on competition. It also assesses whether an agreement an actual or potential restrictive effect on competition. In case a court determines an agreement as restrictive of competition within the provisions and interpretation of Article 101 (1), then Article 101 (3) comes into force. The function of article 101(3) is to assess the extent to which the agreement may provide for pro-competitive advantage over the restrictive nature so determined under Article

Cost Benefit Essay Example | Topics and Well Written Essays - 250 words

Cost Benefit - Essay Example In the case stated, reducing expenditures compared to raising taxes have various repercussions even if both course of action are unpopular. Reducing expenditures meant foregoing the opportunity to serve the people and to provide services that could potentially prevent future problems. For example, health care programs could make the population healthier with an implication of lesser health cost in the future. In the case of education, reducing its expenditures may not be immediately felt but it will undermine the country’s competitiveness in the future because it would mean having less educated workforce. Raising taxes however is unpopular. But it will enable the government to fund its social services such as health and education. Excessive taxation however invites social unrest that could defeat its intent to provide services to the people. The repercussion of high taxation is political as policy makers may lose public support and will no longer win in elections. Ultimately, governments have to balance between increasing taxes and reducing social services. Ideally, taxes should be low and social services should be high but that would not be possible since social services is expenditure and it needs income through taxes to fund it. This explains why social services and taxation should be

Practical Ways Of Promoting Resilience Young People Essay

Practical Ways Of Promoting Resilience Young People Essay Resilience as described by many writers is a complex term and therefore needs to be understood in the context. Resilience is normally sought in the child, family and community (Phillips, G. 2008). As professionals, attending training courses helps us to seek something that may assist us in our understanding of those areas. This keeps us in seeking mood and all the time, we tend to keep attention outside ourselves. When we as practitioners recognise resilience in ourselves, we can them be able to facilitate resiliency, thereby linking theory to practice (Phillips, G. (2008). DEFINING RESILIENCE There are many definitions of resilience by different authors. In this context therefore, resilience is defined by Share and Lowlor (2009: 269) as ability to thrive, mature and increase competences in the face of adverse circumstances. Overall, when loved ones absence or presence remains a mystery, meaning and purpose are essential to finding the health and life. After 9/11, some survivors believed that their loved ones being in the Twin Towers at the time of the attack was predestined or Gods will. Many who believed this continue to trust in God to see them through their travels while they move forward with their lives (Boss, P 2006:97). Some characteristics associated with resilient children include cognitive proficiency (especially intellectual curiosity and problem solving), autonomy, good social skills and internal locus of control (Share and Lowlor (2009: 269). Resilience is the capacity to transcend adversity may be seen as the essential quality with care planning and provision should seek to stimulate as a key outcome of the care offered (Gilligan, R. 1997: 14) It is suppressing how resilient people are despite having experienced high risk situation, such as war, disaster, loss, and adversity during childhood and adolescence (Waaktaar, T. Chrisrtie, H, J. Borge, A. Torgersen, S. 2004: 164). Adult who promote resilience make family and institutional supports available to children. They empower children to become independent, responsible, and empathic at altruistic and to approach people and situation with hope, faith and trust (John, M. 1997: 24). However, adults can help children identify resilience behaviours more easily in themselves and others, such as using vocabulary to reinforce these feeling and beliefs that promote resilience and to guide their own childrens behaviour. Therefore, the greater their opinion for acting in the ways that help children met situation such as crisis in their lives with greater strength and hope John, M 1997: 26). Therefore, the most critical key to resiliency is the ability to hold two opposing ideas at the same time. Whatever part is taken, the search for the meaning is much more difficult when the loss is unclear (Boss, P. 2006: 97). THREE THEORIES OF RESILIENCE (1) The Childs Sense of a Secure Base : The growth of a child is influenced by secure attachments which supply him/her with a reliable secure base (Bowlby 1988). Furthermore, it encourages and renders safe exploration of the childs inner world. A young persons sense of secure base therefore is cultivated by a sense of belonging within supportive social networks, attachment relationships to reliable and responsible people and by routine and structures in their lives (Gilligan, R. 1997: 15-16). However, I HAVE factors is one of the external supports and resources that promote resilience in children according to John, M. (1997: 26-27). I HAVE factors includes: trusting relationships, (parents, other family members, teachers, and friends who love and have the interest and welfare of the child), structures and rules at home, (parents who provides rules and routine expects the child to follow them, for example, the task the child is expected to perform, when the rule is broken, the child is helped to understand what he/she did wrong). Others includes: access to health, education, welfare and security services which is available to the child. (2) The Childs Self Esteem: this is based on persons sense of their own worthiness and competences. Rutter (1990) came up with two types of experience which is important in influencing self esteem in young children and they are, secure and harmonious love relationship, and success in accomplishing tasks by others as central to their interests. Also success in an endeavour which the person values may do much to combat a sense of failure in other spheres of ones life (Rutter, 1990 cited Gilligan, R. 1997:17). Therefore, factors such as I AM are the childs internal and personal strengths. These are feelings, attitudes, and beliefs within the child, for example, a resilient child would say: I am proud of myself: this means the child knows that he/she is an important individual and is proud of who he/she is and what he/she is capable of doing and can achieve. I am autonomous and responsible: the child can do a lot with his/her initiative and be responsible and accountable for his/her acti ons or mistakes. I am filled with hope, faith, and trust: the child knows and believes that he/she has hope and there are people and institution which he/she can trust and have faith in. Finally, the child will realise that he/she is loveable and his/her temperament is appealing, he/she is loving, empathic and altruistic (John, M. 1997: 28). (3) Sense of Self Efficacy: this is a situation were parenting style influences whether a child acquires a sense of internal control with regards to attaining desired outcomes. Some factors which promote childs self efficacy includes the parent / caregiver beliefs in the childs own sense of control, responsiveness, consistency, warmth, praise, support and encouragement to the childs to engage / participate in his/her environment (Sandler et al, 1989 cited Gilligan, R. 1997: 17). Moreover, I CAN factor helps to promote the childs sense of efficacy because; it is the childs social and interpersonal skills. Children acquire these skills by constant interaction with others and those who educate them, for example, a resilient child would say: I can communicate: at this stage, the child expresses thoughts and feelings, also be empathetic towards others. I can solve problem: the child can assess a situation of a problem, finds out what needs to be done to resolve the issues and if help is needed form others. Also I can manage my feelings and impulses; I can gauge the temperature of myself and others, and finally seek trusting relationship (John, M. 1997: 29). PRACTICAL WAYS OF PROMOTING RESILIENCE In promoting resilience, any work with children must be similarly in the contexts of their families, school, communities, and the large society (Grotherg, E, H. 2003: 5) Therefore, as a social care practitioner, it is important to know that we are only able to influence that portion of resilience that is amenable to influence through social experience. We cannot affect the degree of resilience that a person has temperamentally due to what they have inherited through their genes (Gilligan, R 2001: 6). As a Social Worker, we can encourage purposeful contact between the child, the family, and other key adults for the childs past, encourage positive school experience, encourage friendships with peers, actively foster interest, strong social network, involvement and talents in sports, music, hobbies or cultural pursuits, help the child to rehearse, and discuss problem solving and coping skills and strategies. Also, each of these I AM, I HAVE, and I CAN factors suggest numerous actions children, parent / caregiver, and practitioner can take to promote resilience (Gilligan, R. 1997: 18-21) This Scenario was adopted from the International Resilience Project by Grotberg, E, H. (2003: 30) A nine year old boy went out of the house even after his father told him not to go out. The father did not know about this until he realized it was late and the boy was not at home. You will promote resilience if you talk to him when he returns and ask why he broke the rules (I HAVE); if you make clear that his behaviour is not acceptable even with his excuses, and that he is responsible for what he did (I AM); and if you talk with him about what needs to be done to prevent this kind of behaviour in the future (I CAN). He will learn from his experience to use resilience to face this adversity, to learn from it, and to behave in a more responsible way in the future. You do not promote resilience if you yell at him or spank him when he comes home, and accuse him of being a bad boy. Then you make him feel guilty, but resentful, and you have given him a label of bad boy, which will influence his idea of himself in the future. He will have difficulty dealing with a future adverse situation, even one that he creates, because he lacks resilience and none is being promoted.

Euthanasia In The United States :: Free Essay Writer

Euthanasia in the United States Every year two million people die in North America. Chronic illness, such as cancer or heart disease, accounts for two of every three deaths. It is estimated that approximately seventy percent of these people die after a decision is made to forgo life-sustaining treatment (Choice in Dying). In America and all around the world, the ongoing debate is whether patients should have the opportunity to implement this critical alternative of euthanasia. Although controversial, it is imperative that United States citizens are not denied this right to a humane death. Groups in opposition to euthanasia say that patients who yearn to make this decision are neither in a healthy psychological state of mind nor have the God-willing right to do so. These groups feel if euthanasia were to become a publicly accepted option to the terminally ill that physicians, family, and even patients may abuse it. They also strongly support modern end-of-life treatment, known as pall iative care, as a more logical and moral option. Perhaps the strongest belief that euthanasia is wrong comes from those who follow the words of the Bible and believe that every aspect of life belongs to God. The Old Testament records an incident involving King Saul of Israel, who became seriously wounded on the battlefield. Fearing the advancing enemy, Saul took his own sword and tried to fall against it. He cried to a soldier, â€Å"Come and put me out of my misery for I am in terrible pain but life lingers on.† The soldier acted in accordance with the wishes of the king and killed him. The soldier then brought some of Saul’s armor to David and said, â€Å"I killed him, for I knew he couldn’t live.† David ordered the soldier put to death (Eareckson, 111). Those who believe in the Bible clearly see here that, whether a monarch or a common person, mercy killing is perceived as iniquitous in the Lord’s eyes. To see a more recent example of the Cathol ic Church’s disagreement of euthanasia we only have to look back a few years. In 1994, for instance, the Dutch television station IKON’s filming of the death of a man with Lou Gehrig’s disease in a documentary, â€Å"Death on Request,† brought a denunciation from the Vatican (Branegan, 30). Equally important to those supporting the anti-euthanasia cause is the thought of any physician, family member or patient who would abuse this right if given the chance.