Tuesday, August 6, 2019
The Sense in Organisational Learning, Knowing and Sense making Essay Example for Free
The Sense in Organisational Learning, Knowing and Sense making Essay Experience in Learning            Learning is the acquisition of knowledge, ideas, concepts, experience and any other kind of element that can be acquired. Learning is the retention of knowledge. It is also a skill such as using tools, creating crafts or simply driving a car. Learning involves practice. Practice is a way of retaining learning. But most of all, learning is a change in behaviour.            As far as I could remember, I learned to walk, speak and do many types of activities in the house by the acquisition of these knowledge and experiences. Either I would learn by following and mimicking gestures that the elder people would show me or I would engage into the experience of the concept. For example, I learned not to run fast down the stairs because one time that I did, I fell three flights and bumped my head. I learned how to remember the names of many relatives by repeatedly seeing them in family gatherings. Conversing with these people required me to utter their names and so that helped me remember their names and how I was related to them.            As I entered formal learning, other tools where available for me to increase knowledge and experience. Reading books was a way to learn how to know things. Before operating machines such as household appliances or laboratory machines, it is imperative to read instruction manuals so that I could transform myself into someone who did not know how to operate the machine into someone who knew how. And therefore there was a definite change in behaviour because of this. Learning things on your own is different when learning inside an organization. Experience in Participating in an Organization            There are two general kinds of participants in an organization or in a group endeavour. One can either be an active or a passive participant. Active participation involves doing different roles at different times depending on the need of the organization. In group discussions for example, one can be an initiator, regulator, informer, supporter or an evaluator. All these roles must be found in the whole group embodied by its participants in order for the group to develop and evolve its visions.            Another insight I gathered from participating in organizations is that one can learn fully if one keeps an open mind and heart. Each participant has his unique person moulded from a definitive history. Each person has his own ideas and learning style. If participants do not cooperate in the organizations, it will be harder to achieve objectives. Sometimes, participating in an organization requires one to compromise some comfort zones. There will be moments when a co-participants’ idea does not match your own. Sometimes, this will be cause of conflict. However, after the exchange and debate on the idea, conflict is soon resolved. Even at times when breakdown of the organization occurs, this will also signify that the conflict was resolved.            I cannot be half part of an organization. Participation in an organization must be whole for it to be worthwhile. Being a part of an organization means adhering to its vision, mission and goals. If a person cannot embrace the organization’s objectives, then his participation will be futile. From what I observed, when organizations have members that are half believers of the organization’s goals, their participation in the organization are half done as well. Their motivations to act on the organization’s needs are also superficial and the tendency to protect one’s self interest over the group’s interest is stronger. Four Learning Theories            Learning whether it involves an individual or a group is possible. Four theories of learning guide many teachers, managers and leaders into helping their constituents acquire knowledge and experience. The behaviourists, cognitive, humanist and situational orientation of learning are four theories that have been developed in the field of learning. The Behaviourist theory developed by practitioners of psychology believes that a person learns according to how the environment gives it instructions. Experimental procedures have been used to study behaviour in this discourse.            The Cognitive orientation does not believe so. Scholars of the cognitive theory believe that the individual learns due to its mental abilities. The process of knowing or â€Å"cognition†was the one leading the act of learning therefore learning relied much on an individual’s thinking capacity. The Humanist approach followed a certain process of growth patterned from human growth. Learning for these theorists involves a person’s evolution of needs that Maslow and Rogers have defined. The Situational orientation in learning relies on the involvement of a person to different community events and practices. Through individual’s participation to these frameworks, learning is experienced and thereby achieved. The Organization’s capability of learning, sensing and knowing            The individuals that constitute the organization bring all their learning abilities into the organization thereby helping the organization achieve goals. When organizations are able to achieve their goals, learning, sense making and knowledge achieved is not only claimed by each participant in the organization but the organization as a single entity as well.            Organizational knowing creates three kinds of knowledge. Tacit knowledge is found the experience and expertise of participants. Explicit knowledge is visualized as rules and routines that participants undergo. Cultural knowledge can be found in the organization’s assumptions, beliefs and values. The ‘corporate culture’ idiom has been coined due to the effort to package cultural knowledge of the organization so that it can be taught to employees. New knowledge is achieved by sharing and integrating these three types of knowledge. With new knowledge, the organization has the capacity to act on decisions that help the organization transform their potentials. Although new alternatives are achieved, new uncertainties are also acquired but essential to the organization’s ability to form new knowledge is the capacity of the organization to evolve facing challenges of its industry and ever changing environment. â€Å"The central argument is that any organization is the way it runs through the processes of organizing This means that we must define organization in terms of organizing. Organizing consists of the resolving of equivocality in an enacted environment by means of interlocked behaviors embedded in conditionally related processes. To summarize these components in a less terse manner, organizing is directed toward information processing in general, and more specifically, toward removing equivocality from informational inputs.†(Weick 1979:90-91)            Besides knowledge making, the organization also goes through the process of sense making. If decision making leads to decisions, sense making leads to the sense of the organizations’ existence of its decisions thereby breaking all kinds of elements that leads to ambiguity and confusion in the organizations’ processes. Sense making is essentially answering Weick’s question, â€Å"How can I know what I think until I see what I say?†. â€Å"In dealing with organizational issues, sense making requires us to look for explanations and answers in terms of how people see things rather than rather than structures or systems. Sense making suggests that organizational issues strategies, breakdowns, change, goals, plans, tasks, teams, and so on are not things that one can find out in the world or that exist in the organization. Rather, their source is peoples way of thinking.†(Universiteit Twente, 2004)            Sense making is a better tool in arriving at information for use in the workplace. Studies have proved that sense making has been successful in understanding deaf culture, in reflective thinking in the nursing practice, has been experienced in media education in classrooms with students, and proven beneficial for hard discourses such as sexism, racism and the like.            While Weick emphasize sense making in the retroactive context, Gioia and Mehra deemed the importance of prospective sense making as well. These two approaches further cement the invaluability of sense making in organizations. Each time that participants work towards a common goal, they are compelled to gather past knowledge, experience and facts, make sense out of it collaboratively to learn a new tool that will help the organization achieve their prospects that they envision in the future. Conceptualization of the future in organizations therefore is facilitated by sense making.            In this light, sense making further becomes a strategic tool that helps organizations articulate their common visions which can be called prospective ‘sense-giving’ while the tools that helps organizations decipher differences in actions so the that their selection may work well for their group can be termed as retrospective â€Å"sense-discovering†. Furthermore, the notion of sense making being partly deliberate and part emergent makes it a powerful tool for organization management, leadership and organizational learning. At best, sense making is an on-going process much like what learning is. There is no limit to learning. The fact that man has yet to use 97% of his brain capacity, that there is much need for compassion in the world tells many scholars that there is much sense in the notion of sense-making. Summary            Learning is the ability that sets man apart from the rest of the animal kingdom. Although there is learning in other animal species, organizational learning has captured man’s ability to prove himself as an intelligent animal in the social context. When a person enters and organization, he sets himself as a member of a whole. As a participant of the whole, the individual synergizes his learning capacities, styles and objectives with other members of the whole. Learning of the individual found in the whole is made possible only if the organization is able to learn first.            With the learning tools of sense making, the organization is able to form new knowledge. The knowledge formed has characteristics not found in individual learning. The knowledge formed from sense making in organizations hold both retrospective and prospective senses of the organization as a whole. Elements that form this knowledge is derived from the collective behaviour, cognition, experience and growth patterns of each individual making the collective acquire its own behaviour, experience, growth pattern and intelligence.            Reflecting on my own learning capacities including development of my own senses, I can prepare myself as I become a part of an organization. Many people enter organizations thinking that they are social institutions fully inorganic. With further understanding of sense making, I have become fully aware that organizations are alive because not only do they reproduce (forming other sub organizations, become global organizations and multinationals), react to stimulus (such as currency fluctuations, technological breakthroughs), grows (such as increase in revenue, increase in employees), they also essentially learn, produce knowledge and ultimately try to make sense in this world. References: Argyris, C. and Schon, D. (1978) Organizational Learning: a theory of action perspective, Addison-Wesley, Reading MA. Brookfield, S. (1987) Developing Critical Thinkers: Challenging Adults to Explore Alternative Ways of Thinking and Acting, Open University Press, Milton Keynes. Burke, P. (2000) A Social History of Knowledge, Polity Press, Cambridge. Choo, Chun Wei (2006) The Knowing Organization: How organizations use information to construct meaning, create knowledge and make decisions, Oxford Uni. Press, Oxford. Dimitrov, V., Kuhn, L. and Woog, R. (2002) Complexity Thinking: A Catalyst for Creativity, School of Social Ecology and Lifelong Learning, UWS Printery. Easterby-Smith, M., Burgoyne, J. and Araujo, L. (1999) (Eds.). Organizational Learning and the Learning Organization: developments in theory and practice, London, Sage. Field, L. and Ford, B. (1995) Managing Organizational Learning: From Rhetoric to Reality, Longman, Melbourne. Fitzgerald, A. and Teal, G. (2003) Organizational Learning and Development Reader, Mc Graw-Hill, North Ryde. Fineman, S., Sims D.and Gabriel, Y. (2006) Organizing and Organizations, SAGE Pub., London. Flood, R.L. (1999) Rethinking the fifth discipline: Learning with the unknowable. Routledge, New York. Foley, G. (Ed) (1995) Understanding adult education and training, Allen Unwin, St Leonards, NSW Glassop, L. and Waddell, D. (2005) Managing the Family Business, Heidelberg Press, Heidelberg, Victoria. Harvard Business Review (2001) Organizational Learning. McGraw-Hill, New York. Lassey, P. (1998) Developing a Learning Organization, Kogan Page, London. Nonaka, I. (1991) The Knowledge Creating Company, Harvard Business School Press, Boston. Pearn, M., Roderick, C., Mulrooney, C. (1995) Learning organizations in practice. McGraw-Hill, London. Polanyi, M. (1962) Personal Knowing; Towards a Post-Critical Philosophy, University of Chicago Press, Chicago. Senge, P. (1992) Fifth Discipline: The art and practice of the learning organization, Random House, Milsons Point. Senge, P., Kleiner, A., Roberts, C., Ross, R., Smith, B. (1994). The fifth discipline fieldbook: Strategies and tools for building a learning organization, Double Bay Dell Publishing, New York. Senge, P. (1999) The dance of change: the challenges of sustaining momentum in learning organizations, Random House, Milsons Point. Shaw, P. (2002) Changing the Conversations in Organizations London: Routledge. Stacey, R., Griffin, D. and Shaw, P. (2000) Complexity and Management, London: Routledge. Stacey, R. (1996) Complexity and Creativity in Organizations, San Francisco: Berret-Koehler. Summers, J. and Smith, B. (2004) Communication Skills Handbook, Wiley and Sons, Milton, Qld. Wenger, E. (1998) Communities of Practice; Learning, Meaning and Identity, Cambridge University Press, N.Y. Weick, Karl E. 1979. The Social Psychology of Organizing. 2nd ed. Random House: New York. Weick, K. L. (1995) Sensemaking in Organizations, SAGE Pub., London Universiteit Twente. 2004. Sense Making. [http://www.tcw.utwente.nl/theorieenoverzicht/Theory%20clusters/Organizational%20Communication/Sensemaking.doc/]
Monday, August 5, 2019
Literature Review: Are Sunbeds Safer than Natural Sunlight?
Literature Review: Are Sunbeds Safer than Natural Sunlight? The unanswered debate on whether sunbeds are safer than natural sunlight is an ongoing brawl amongst Dermatologists and cancer researches. This topic also raised many other unanswered questions as to how we sunburn, how we can prevent it and what are the repercussions of sunburn. According to Heather Brannon, MD in Dermatology expert (2014), it is the result of the UVB rays that affects the top layer of your skin which causes you to burn red. UVA rays penetrate deeper into the scaffolding of the skin which causes it to age. However both UVA and UVB rays can cause cancerous mutations as they both damage the DNA of the skin cells. Both the UVA and the UVB rays can be found in natural sunlight as well as in a tanning bed. Over exposure to these rays could result in aging, wrinkles, sunspots and in extreme cases cancer. Unfortunately as stated by Brannon, you won’t know the damage that the UV rays have done to your skin until it is already done. Turning a shade of red is an indicator of how much UVB rays have harmed your skin and tells you very little on how many harmful UVA rays have penetrated your skin. Tanning is the result of your body producing the pigmentation melanin which causes the skin to go darker. According to Dr Sam Shuster a research dermatologist at the Newcastle university in Norton England, a tan is your body’s natural way in protecting itself from the harmful rays if the sun. In addition to this the â€Å"UV advantage†written by Dr Michael Holick a professor in medicine and physiology biophysics at the Boston University(2004), The golden rule to tanning is to never burn. Smart tanning has become a must in controlling the amount of UV rays that is absorbed by your body in the tanning process. By reducing the amount of times that you burn it minimizes the risks associated with too much sun or too little sun. Dr Holick believes that this amount of control is far easier on a sunbeds as the amount of UV rays remain the same during the duration of the session. It is also easier to protect your eyes with FDA googles and lips with an SPF lip balm. Holickâ€⠄¢s research has shown that indoor tanners are less likely to burn outdoors than non-tanners as a result of their base tan. Holick is desperate to set right the misleading exaggerated claims that state that sun exposure is bad for you. Holick argues that moderate exposure to artificial or natural UV had powerful benefits in obtaining the amount of vitamin D levels that your body’s needs. Robert P. Heaney, MD, professor of medicine at John Creighton University (2004) supports Holicks outcry. Heaney agrees with Holick as vitamin D is the best way for the body to control abnormal cell growth, therefore aiding in the fight against different types of cancer. Holick is against the misleading information from the American Academy of Dermatology (AADA) that sunbeds are dangerous for one’s health. When in actual fact sunlight whether artificial or natural is the body’s main source of vitamin D that we are so dependent on. Holick states that it is virtually impossible to obtain the amount of vitamin D needed by the body in dietary supplements or pills as it is not enough and will only damage the liver. However after adhering to all that has been stated Holick believes that consumers still need to be aware of the dangers of UV rays and the potential risk of skin cancer. Holick confirms that a few minutes of natural or artificial sunlight several times a week I more than enough to satisfy the right amount of vitamin D that is required by the body. Professor Tim Oliver a medical Oncologist at Barts the London hospital states that fair skinned people will receive maximum vitamin D levels will be met with exposing just your forearms and face for 5-10 minutes in sunlight, three times a week. This is a perfect dosage of sunlight that the sunbed would be able to give you as it is timed and you will not over expose yourself. The amount of exposure time and intensity of UV rays varies according to the different skin types as the different skin types have a different reaction to the exposure of sunlight. Thomas Fitzpatrick, MD of Harvard medical school (1975) developed the classification of skin colour and characteristic scale. He has rated the skin types from a one to six. One being very pale, blue eyes and red or blonde hair with a few freckles, this skin type always burns and never tans. Type two usually in very fair with blonde or red hair, blue or hazel green eyes. This skin type usually burns and tans with difficulty. Type three has a skin undertone of a cream white or olive skin tone; they are fair with any eye and hair colour. This skin type burns mildly but is capable of obtaining a tan by tanning gradually. Type four has a brownish skin typical of a Caucasian or Mediterranean skin type. These people rarely burn and tan with ease. Type five has a dark brown mid-eastern skin type and it burns rarel y. Lastly type six skin tone is a black skin which never burns. Dr Joseph Mercola a recognised osteopathic physician (2013) states that the human life is dependent on sun exposure. According to Mercola, medical literature fails to recognise the benefits of UV exposure as it could prevent deadly diseases such as rickets and osteoporosis. With the insufficient use of sunblock also has an impact of the vitamin D deficient people, especially women. Mercola has done research that proves that women are more likely to have a vitamin D deficiency as a result of cosmetics and makeup that contain an SPF factor. This therefore blocks out 90% of vitamin that would have been absorbed by just wearing makeup. Mercola goes on to say that wearing sunblock every day is not necessary on the days that do not need it. The misuse of this product will do more harm than good in the long run. In contrast to this, the Harvard medical school argues that tanning beds are extremely dangerous as the sunbeds emits the same amount of UVB rays as natural sunlight but three times the amount of UVA rays than natural sunlight. Harvard states that the concentrated bursts of UV rays emitted from sunbeds are more dangerous, as they increase the amount of mutations forming and the damage to the configuration on the human DNA. Studies done by Harvard have shown that tanning has become addictive and the people who tan have shown the same sign of dependence on the sunbed as with other addictive substances. Harvard states that the protection of the base tan, which is your body’s natural way in protecting your skin from the UV rays, has the equivalent amount of protection as a sunblock of SPF4. According to Harvard’s research a tan is the skins reaction to internal mutations, which is a silent shout out from your body, to get out of the sun. Harvard is concerned of the indoor t anning studios promoting bronzers with coconut oil and no SPF factor. This is exceptionally dangerous as people are exposing their bodies to concentrated UV rays with no protection. Similarly the American Academy of Dermatology (AADA) agrees with Harvard and states that an alarming number of 419000 cases of skin cancer a year are reported to being linked to sunbeds. According to the AADA one sunbed session increases the client’s rick of squamous carcinoma by 67% and bascal carcinoma by 29%.In addition to this the AADA have had many reports of clients that have suffered from premature skin aging, eye injuries and various skin cancers as a result of making use of indoor tanning. It has also come to the attention of the academy that the use of sunblock amongst the youth is decreasing while the amount of sunburns is increasing. According to the International agency for research on cancer (IARC) (2009) sunbed aids malignant melanoma, the most dangerous form of skin cancer which could be fatal. The IARC states that you cannot see the damage that the UV rays are capable of straight away as it builds up over time. Using sunbeds before the age of 35 increases your risk of melanoma skin cancer. The IARC makes it very clear that to matter how much UV rays you expose yourself to, there comes a point where your skin cannot go any darker. It will just cause your skin to appear leathery, coarse and wrinkled. Therefore the more sunbed sessions you do the more harmful it is to your skin. According to the IARC sunbeds are no safer than Natural sunlight, as both contain UVA and UVB which causes cancer. As a result of this the agency does not believe that sunbeds are a â€Å"safe†alternative way to tan. In addition to this Tabasum Mir , MD, Manhattan cosmetic dermatologist and ocuplastic surgeon (2003) states that more and more people in their late 20’s are requesting Botox and other chemical peels to address the aging or damage done to their skin as a result of careless exposure to the sun. Mir believes that 80% of sun exposure in a person’s life happens before the age of 18. According to Mir, teenagers are aware of the damage that the sun can do to their skin but it has had little effect to how they make use of sunblock products to protect their skin. â€Å"They seem to believe that they are immune to skin cancer†says Mir. As a result of this more teens are reported to have melanoma skin cancer. This is confirmed by research done by Nancy Silverberg, MD, Dermatologist in California (2003). â€Å"A lot of what is called aging is a result of skin damage†states Silverberg. The unexposed area is smooth and firm, whereas the part of the skin that is exposed to the harmful UV rays is usually wrinkled and saggy. More teens are willing to suffer from sunburn in order to obtain a tan. Brian Diffey an Emeritus professor of photobiology (2013) adds that exposing your skin to UV rays will make your skin more susceptible to age at an alarming rate. This includes photoaging. Diffey suggests that regular use of sunblock should be used early in life as it is the largest contribution toward the overall amount of UV rays penetrating your skin over a life time. Diffey is in favour of using a product that has a broad protection spectrum and the production should also contain a sensory as well as a tactile profile to encourage regular usage. Exposure to UV radiation is believed to increase photoaging and daily application of a sunscreen is thought to mitigate this process. In order to be healthy you need to have a good balance of vitamin D, too much can be toxic and too little could course some life threatening diseases. This is why it is important to realize how sunscreens work. According to the skin cancer foundation (2007) SPF is short for sun protection factor. There are different rating of sunblock that keeps out the majority of the UVB rays SPF 15-93%, SPF30-97%, SPF50-98%.These may seem like negligible differences but it will make a difference if your skin is sun sensitive or if you have a family history of skin cancer. The skin cancer foundation states that sunscreen will only stay effective for 2 hours without reapplication and ensure to apply the sunscreen 30 minutes before exposure. Everyone over the age of 6 month needs to use sunscreen. It is a good idea according to the foundation that if you do sport or swim in the sea that you should use a water resistance sunscreen. According to the Melanoma Skin Cancer Care (2013), as a result of exposing your skin for long periods of time sunspots can develop, as the melanin pigment begins to produce concentrated amounts. Sunspots are a kind of hyperpigmentation, they do not fade in winter and they persist for long periods of time these are often referred to as age spots. People often don’t know the difference states the Melanoma Skin Cancer Care. Freckles on the other hand are completely genetic and they fade during winter. Both freckles and sunspots become visible as the result of the sun therefore it is important that we take precautions to protect yourself according to Cleveland clinic (2011). Too much sun causes damage to your cells and blood vessels. Cleveland clinic want to bring to the attention of sunscreen uses that a combination of sunscreen, shade and clothing needs to be used in order to have maximum protection from the sun. Sunburn can be very painful as it is the body’s way of repairing the damage. Cleveland clinic further explains that the reason why sunburn is so hot and sore is the result of the blood vessels in the local area of the sunburn swelling up, allowing for more blood that is hot from your body’s natural temperature to flow to the area in order for the body’s immune system to repair the damage. Cleveland also states that the reason why your body peels is the result of your skin cells being so severely damaged by the sun that they are destroyed and disposed of by your body’s immune system. Cleveland states further that taking care of your skin and applying a generous amount of sunblock when exposed to the sun is vital to your skins health. A new exciting harmless method of obtaining a tan has been accessible to the public and is completely harmless. According to Daniel Annese the vice president of marketing the North American Estee Lauder products (2003) states that a tan is highly fashionable and the only methods of obtaining a tan without the use of natural sunlight or sunbeds is by using a self-tanner containing dihydroxyacetone. (DHA) The DHA reacts with the proteins in the stratum curium of the epidermis. This gives the client a natural looking tan with their own individual skin undertone to make it look as natural as possible. In conclusion, sunbeds as well as natural sunlight have many advantages as well as disadvantages. Although it is unclear on which one is safest as there has been a lot of misleading information sent out by different organisations and dermatologist that have taken things to the extreme. According to dermatologists UV rays have both negative and positive attributes to them when exposed to them in moderation. As a result of the dangerous UV rays we need to take precautions to protect our skin to avoid sunspots, and cancer.
Role of Cubism in Art
Role of Cubism in Art In this research paper, I have explained the art of cubism and its role. I have chosen the cubit painting Les Demoiselles dAvignon painted by Pablo Picasso. He was the famous cubist painter. Picasso and Braque were the innovators of the cubist painting. In this research paper, I have tried to explain the formal characteristics like color, theme and texture that were used in the painting Les Demoiselles dAvignon. The paper also includes political and social factors related to the painting. In this paper I have also mentioned the interpretation of the art historians related to the painting. About Cubism Cubism can be defined as an advanced art movement that modernized European painting and sculpture in the early 20th century. The core essence of cubism is that instead of viewing subjects from a single, fixed angle, the sculptor breaks them up into a multiplicity of aspect, so that several aspects or features of the subject can be seen simultaneously. It is a wonderful way to express the complexity and depth of world in a simplified manner (Cubism, 2001). Cubism is a unique format where square shapes are formed together. In cubism, the square shapes are also often softened with curves. In the artworks of a cubist, objects are broken up, analyzed, and re-assembled in an abstracted form. The artist depicts the subject of his painting from a massive number of viewpoints to represent the subject in a greater context instead of depicting objects from one viewpoint (Curtis, 1999). One of distinct characteristics of Cubism is that the background and object planes interpenetrate with one another to create the shallow ambiguous space. The Cubist style emphasizes on the flat and two-dimensional surface of the picture plane. It rejects the traditional techniques of perspective, foreshortening and disproving the time-honored theories of art as the replication of nature. A cubist painter presents a new reality in paintings that depicts radically fragmented objects, whose several sides can be seen simultaneously. They do not copy the form, texture, and color (Cubism, 2001). The chief creators or innovators of Cubism were Picasso and Gorges Braque. In the year1908, the term cubism was first used by the French art reviewer Louis Vauxcelles. After some years, the term was in wide use but the two creators of cubism avoid using it for a long time (Cubism, 2001). Cubism seems to be uniquely adjusted to the busy dynamic of contemporary life. Cubism consists of both theoretical and practical forms; practical form being more dominant (Curtis, 1999). Formal characteristics of the work Picasso was a painter as well as a sculptor. Les Demoiselles dAvignon was the most significant work of Picasso in the development of Cubism. Picasso uses angry definitive lines and a great concept of light and shadow (Picasso, 1996). With his artwork, Picasso was also a free thinker. He had a unique style and due to this unique style, he became the first artist to have fame during his lifetime. Picasso was a great innovative artist who used to search new ways to express space and forms in painting. There are different shades used by Picasso that describe the still life composition of women (Cubism, 2001). The painting is designed with tempera paint using a flat style and a neutral pallet. In this painting of Picasso, collage papers are created by mixing colors and creating texture by using sponges. After the shapes are attached in place, oil pastels are used to create patterns and enhance the overall design. Picasso is used to apply different themes, styles and moods to design the painting (Picasso, 1996). All his paintings are different to each other. He tries to use very dark colors and textures, which make his painting unique and different. In the early modern art, Les Demoiselles dAvignon was widely held as an influential and decisive work (Picasso, 1996). The painting is more a record of an artist in the process of changing his mind than a resolved composition. The forms are dislocated and inconsistent in style. In fact, they seem to be unfinished. It is a painting with overthrowing perspective, single viewpoint, local and decorative color and integral form (Les Demoiselles dAvignon, 2008). Picasso uses darker colors on the left side of the painting and warmer colors on the right side of the painting. The painting is slightly buff as compared to the paintings of Cezanne. The strong, harsh and different coloring has given the painting a different look in the cubist era (Picasso, 1996). The structure indicates the use of sharp white or black curves and outlines and cinnamon tone of the background at the left (Les Demoiselles dAvignon, 2008). A harsh blue, as if a sudden glimpse of sky, surrounds the figure at the upper right. The middle figures warmly indeterminate body of Picassos painting. Contrasts of color and texture are reduced to a minimum, so as not to compete with the design. Larger social/political context The painting Les Demoiselles dAvignon was painted during the summer of 1907 by Picasso. According to Picasso, the cubism has came in a time period when the world was experiencing modernization in technology and medicine; and the societies were rapidly growing and developing as well (Picasso, 1996). The meaning of the painting in English was the Young Ladies of Avignon; it depicted five prostitutes in a brothel. It is one of the most important paintings in the genesis of modern art. There is a strong similarity in the dramatic clashing of light and dark tones and the overhead light source (Meighan, 2008). The work of Picasso in Les Demoiselles dAvignon truly introduced cubism as art of movement. His painting has been noted as the twentieth centurys most significant painting. His work depicted a crude version of prostitutes through a deformed style never seen before. The painting was an anti-idealist representation of un-ideal subject matter (Meighan, 2008). Depictions of prostitutes and the theme of sexuality had been the subject of paintings in the past, but Les Demoiselles left an impact because of Picasso. He had portrayed the prostitutes in erotic poses with their arms recognizable positioned above their heads in order to show off their feminine, but offensively distorted female framework (Meighan, 2008). Picassos choice to use five figures in his work was to multiply the penetration of the bitter gaze created. The harsh life style gives sad expressions on the faces of the prostitutes, which in fact, lack any kind of emotion (Picasso, 1996). To conceal their identity, the two women painted on the right are shown wearing African inspired masks. Through the representation of these prostitutes, Picasso conveyed a message of filth disease in the cubist style. He has deliberately changed the prostitute as a way to express the rising cultural awareness and effects of venereal disease, which had become a violent threat to these womens lives (Meighan, 2008). According to Picasso, cubism is directly related to modernism. Picasso has his own perception to explain cubism. According to him, cubism is an expression of the minds relationship with the external world (Picasso, 1996). He is of the opinion that it is a direct analysis of the awareness, the process of vision and the relationship of ones unconscious that is based on ones personal experiences. Cubism represents the process, which the mind undergoes in order to create a classical art from the past. Picassos Cubist art is the first aesthetic representation, which accurately conveys the process of reflexivity of the human mind. Picasso was a productive and creative artist. He has made near about 12,500 paintings, 2,500 original prints, 1,000 different ceramics, and 700 sculptures. His works are often categorized in periods and each period is different in style and themes than the other. Picassos paintings are like pages from his diary (Picasso, 1996). He believed that painting is another way of keeping a diary. Picasso says that painting brings him a great pleasure and release. For him, painting is an extremely hard work. He tells us that when he works on a painting, there is a feeling that he is climbing a mountain with a heavy load on his back, without even knowing when he will lose his balance (Picasso, 1996). Once the picture is completed, he feels exhausted and tired but at the same movement he enjoys a lot. He has created the pictures based on his own experiences. Picassos work is approved by all the cubist painters like Filla, Braque, Feininger, Dellunay, etc. He is used to paint on the real aspect of the life. He believes that painting should be such a medium that describes the things on its own (Picasso, 1996). In the year 2007, Les Demoiselles dAvignon was described as the most influential work of art of the last 100 years. Picasso had the ability to interpret the most complex images in his own language (Picasso, 1996). There were many painters who could transform the sun into a yellow spot, but Picasso was the one, who with his art and intelligence could transform a yellow spot into the sun. The movement also inspired about the modern architecture, sculptures, clothes, and even literature (Art of Picasso, 2008). Interpretation by two art historians The painting seems to be a form that goes in all pursuits of spatial depth and maintains a relationship to the pictorial surface. Picasso restructured the painting into harsh and angular planes, which destroyed the spatial depth and ideal form of female nude. The painting is not flat, but it is shaded in a way that gives it different dimensions. The painting includes the concave or convex style and looks like a portion of solidified space (Art of Picasso, 2008). The cubist painting constitutes a unique kind of matter, which imposes a new kind of integrity and continuity on the entire canvas. Each individual figure is united by a general geometrical principle, which overlays its own laws on to the natural proportions and merges almost completely with the background (Les Demoiselles dAvignon, 2008). There are no differences of light and darkness that might lend shape to the womens bodies and with the combination of several perspectives; this contributes to a general impression of perplexity in space. To reach the internal structures of objects and to establish that a picture is not a window on the world, Picasso simplifies the painting. The flat space in the painting is created by the definite solid outlining, tonal contrast and by both thick and heavy curves (Les Demoiselles dAvignon, 2008). Picasso was not interested in describing tone, depth or form of some of his painting. He expressed his indignation by making the use of imagination like the bull, the dying horse, a fallen warrior, a mother and dead child, a woman trapped in a burning building and a figure leaning from a window and holding out a lamp. The painting represented a revolutionary breakthrough in the history of modern art (Art of Picasso, 2008). The nudes that frame the composition already demonstrate the decisive change of direction in Picassos art. In terms of Cubism, this painting is of a seminal importance. His revolt against the myth of feminine beauty is relatively insignificant when compared with his other rebellion. With this picture, Picasso wants to destroy the whole of Western art; not only the proportions, but the organic integrity and continuity of the human body also Choi, 2004). It is almost impossible to overestimate the importance of this picture and the profound effect it has on art. There has been a critical debate over the years on the Picasso painting that attempts to account for multiplicity of styles used within the work. The famous art historian Leo Steinberg in his landmark states that Picasso used different explanation for the wide range of stylistic attributes. Another art historian Rubin states that some of the figures faces symbolize the disfigurements of syphilis (Choi, 2004). The painting of Picasso is created by following a series of brothel. Rubin interprets that the painting expresses the artists skepticism, his willingness to risk anarchy for freedom, his fear of disease and illness and most forcefully his deep-seated fear and disliking of the female body. The painting is sharp and pointed and has the influence of ancient Iberian sculpture. The faces have a compelling force that obliges to African sculpture. Picasso has sometime used Negro sculpture. Picasso has used the different objects, analyzed them and re-assembled in an abstracted form (Choi, 2004). Conclusion Cubist painting is an art form created through a modernized approach to expression of the minds interpretation of the natural world. Cubist art is a form based on art. Cubism is a unique format where square shapes are formed together. The artist depicts the subject of his painting from a massive number of viewpoints to represent the subject in a greater context instead of depicting objects from one viewpoint (Meighan, 2008). Picasso was a very good painter and sculptor. He painting had the meaning and was different to others. He used to paint his own experiences and believed the painting should have some meaning. He used to create paintings with connection to reality. References Cubism, (2001). Retrieved April 11, 2008 from http://www.ethnicpaintings.com/popular-painting-styles/cubism.html Picasso, (1996). Retrieved April 11, 2008 from http://www.gospain.org/jewels/picasso.htm#cubscul Cubism, (1994). Retrieved April 11, 2008 from http://www.pet-portraitartist.com/learning-to-paint-and-draw/painting-styles/Cubism.htm Curtis, P. (1999). Sculpture 1900-1945: After Rodin. Published: Oxford publishing press. Meighan, M. (2008). Presentations, Retrieved April 11, 2008 from http://www.students.sbc.edu/meighan07/Presentation.text.htm Les Demoiselles dAvignon, (2008). Retrieved April 11, 2008 from http://www.geocities.com/rr17bb/LesDemoi.html JH GALLERY, (2005). Retrieved April 11, 2008 from http://www.geocities.com/jhinais/ Pablo Picasso (1881-1973). Retrieved April 11, 2008 from http://artchive.com/artchive/P/picasso.html Cubism, (2007). Retrieved April 11, 2008 fromhttp://www.centre-pompidou.net/education/ressources/ENS-cubisme_en/cubisme_en.html Art of Picasso, (2008). Retrieved April 11, 2008 from http://www.megaessays.com/viewpaper/102066.html Choi, E.(2004). Picasso and Early Cubism with Braque. Retrieved April 11, 2008 from http://www.people.vcu.edu/~djbromle/modern04/elizabethc/index.htm
Sunday, August 4, 2019
Essay --
Amy Kliewer Derby and Lawrence Biolit 13 Feb. 2014 Sec 1: What is Cancer The second leading cause of death is cancer(â€Å"Cancer:Questions†). Unfortunately one in three people will get cancer in their lives(â€Å"Cancer:Questions†). Cancer is uncontrolled cell division, and can start in any part of the body(â€Å"Cancer:Questions†). This is the reason for all 200 different types of cancers that plague today's society More than 550,000 people will die of cancer(â€Å"Cancer:Questions†). Metastasis, is the spread of a cancer to other parts of the body and tumors are abnormal masses of tissue, there are two types of tumors(â€Å"What Is†). Unlike cancerous tumors, Benign tumors are noncancerous (â€Å"What Is†). Benign tumors can form anywhere on the body but, they can not spread to other parts of the body(â€Å"Cancer:Questions†). As oppose to Benign tumors, Malignant tumors are cancerous and they can spread to different part of the bodys, hurting nearby tissues and organs(â€Å"Cancer:Questions†). There are lots of reason as to how you could get cancer some of which range from your age to your diet and daily Habits. Whe...
Saturday, August 3, 2019
Transcendental And Anti Transcendental Movements Essay -- essays resea
Transcendental and Anti-Transcendental Movements During the New England Renaissance period of 1840-1855, literature underwent two very distinct movements known as Transcendentalism and Anti-Transcendentalism. Both movements were very influential and consisted of authors such as Ralph Waldo Emerson (Transcendentalist) and Nathaniel Hawthorne (Anti-Transcendentalist). Concentrating their ideas on human nature and intuition, rather than on logic and reason, both these movements served as a flourishing revolt against previously accepted ideas. The Transcendental movement focused its ideas on the essential unity of creation, the pure goodness of humanity and in individual intuition as the highest source of knowledge, rather than sensory experience. Optimism dominated people's thoughts and was shown in the ideas of the Transcendentalists. The Transcendentalists believed deeply in human potential and in the purity of Nature. Truth, they believed, was also reflected in Nature and how it made you feel, and Nature was a reflection of the beauty of human nature. They focused on the possibilities of the human spirit and the capability of it reaching the "Over Soul". The "Over Soul" is the so-called state in which all beings (Nature, God, and Humanity) are spiritually united. During this movement, individualism, self-reliance, and rejection of traditional authority were also highly st...
Friday, August 2, 2019
Political Science Answers Essay
Current world events have hindered the use of Collective Security Principle as various factors such as disease, poverty, natural calamities, terrorism, the use of biological, nuclear, and chemical weapons, and the instability of the world market. (UN, 21-55) 2) No, countries that have no experience in democracy as a form of government will not be successful in using that form of government. Democracy can only work if the constituents are capable and have experience on democracy. It’s simply as different strokes for different folks. 3) Protectionists Policies were created in order to protect, restrict, and regulate trade for a nation’s business and/or companies from foreign entities, unlawful change and risks, flooding a nation’s market with cheaper goods, etc. The use of this policy has caught consumers unawares as they do not seem to notice that the price of commodities would be higher than in other countries. Politics has reared its ugly head into this policy as it might have been confused with imposing policies on a supposedly free trade with other nations and can affect the relationship between those countries that trade with one and the other. 4) Transgovernmentalism will be able to act on all aspects and factors within a country or countries that are under an agreement of trade and commerce as globalization does. Then again the nation’s identity, ideals, and way of life may be immensely affected as there would be a gradual change of transfer of ideas, goods, and even the flow of trade. (Slaughter, Paragragh 7) 5) The bombing of Hiroshima was simply a hasty defense act done by countries that protected the free world as they saw a threat that can damage and affect the harmony and peace of all in the world’s nations.As Hiroshima was a strategic port for army depot and industrial areas. References: Anderson, S. (1997). Unclean Hand: America’s Protectionists Policies. Retrieved May 15, 2008, from http://www. freetrade. org/pubs/freetotrade/chap6. html Slaughter, Anne-Marie (October 2007). The New World Order. Retrieved May 15, 2008, from http://www. princeton. edu/~slaughtr/Articles/RealNewWorldOrderFA. txt United Nations (July 12, 2004). A more secure world: Our shared responsibility. Retrieved May 15, 2008, from www. un. org/secureworld/report2. pdf U. S. State Department. Democracy. Retrieved May 15, 2008, from http://www. state. gov/g/drl/democ/
Thursday, August 1, 2019
Behaviorist psychology Essay
The cornerstone of behaviorist psychology was the view that behavior should be studied as a product of objectively observable events instead of appealing to internal processes of the mind. John B. Watson famous â€Å"Little Alert Experiment†was best known as a case study showing and proving evidence of classical conditioning and also an example of stimulus generalization. It was carried out by John B. Watson and his graduate student, Rosalie Rayner, at Johns Hopkins University and its’ first findings were published in the Journal of Experimental Psychology. Little Albert at the age of eight months was given many emotional tests which included, being exposed briefly for the first time, to a white rabbit, a rat, a dog, a monkey, masks with and without hair, cotton wool, burning newspapers, etc (Schultz, D.2011). Little Albert showed no signs of fear toward any of these items. A white laboratory rat was placed near Albert in which he was allowed to play with. He began to reach out to the rat as it roamed around him without fear. In later trials, Watson and Rayner made a loud sound behind Albert’s back by striking a suspended steel bar with a hammer when the baby touched the rat Little Albert responded to the noise by crying and showing fear. After several such pairings of the two stimuli, Albert was again presented with only the rat. Now, however, he became very distressed as the rat appeared in the room. He cried, turned and tried to move away from the rat. Apparently, Little Albert associated the white rat which was the original neutral stimulus, now conditioned stimulus with the loud noise which was the unconditioned stimulus and was producing the fearful or emotional response of crying which is the originally the unconditioned response to the noise, now the conditioned response to the rat (Wiki 2014). A patient may be desensitized through the repeated introduction of a series of stimuli that approximate the phobia (Brink 2008). Desensitization which is used to cure phobias was first developed by Mary Cover Jones in 1924 with her famous study of Little Peter. Cover Jones began her experiment with the goal of finding the most effective way to eliminate irrational fears in children. Peter was chosen for the study because in all other aspects of infant life he was considered to be normal except for his fear of rabbits. Peter was not only afraid of rabbits, but Cover Jones showed he would also cry when presented with other similar items such as, feathers, a fur coat, a fur rug and cotton. Cover Jones first conducted her experiments using a range of different treatments in order to eliminate the fear response in Peter. Cover Jones described her methods used in the Peter study as â€Å"patient, meticulous and painstaking procedures,†in order to understand what was taking place. Cover Jones initiated the study having the rabbit 12 feet from Peter and brought the rabbit closer until it was nibbling on Peter’s fingers. As the rabbit was gradually brought closer to Peter with the presence of his favorite food, his fear subsided and he eventually was able to touch the rabbit without crying (Jones, M. C. 1924). These famous experiments in the history of psychology have laid the foundation of modern day APA ethical principles because in my opinion early psychology focused on measuring and understanding the mind. It focused on getting a better understanding of how our mind works and what triggers our thoughts to cause our actions or reactions. Without these experiments, APA ethical principles wouldn’t exist. Our modern day APA ethical principles have been shaped by experiments conducted in the history of psychology due to accuracy, determination and in my opinion devotion. To provide beneficence and no maleficence, fidelity and responsibility, integrity, justice, and respect for people’s rights and dignity for those that psychologist work with and serve. These historical experiments demonstrated these principles without hesitation, always putting the subjects’ wellbeing first and foremost. I believe that the historical experiment, such as Little Albert that was conducted by John Watson did indeed violate with modern day APA ethical. I believe this because Watson may have had the child’s wellbeing at heart, but in my opinion he could have cause health related issues such as hearing problems and etc. due to the loud noise associated with the rat, that caused the child to become frightened of it. As for Mary Cover Jones, I do believe that that she indeed complied with the modern day APA ethical because she always had the child’s best interest. Instead of frightening the child she took the sense of fear from the child. In conclusion, these historical psychologist and experiments have paved the way for psychology in its entirety. These psychologist have demonstrated drive and passion of the field of psychology that has made it what it is today. I can only hope that one day I too, may contribute my logical and illogical thinking, to this big bold world of psychology. References Jones, M. C. (1924). A Laboratory Study of Fear: The Case of Peter. Pedagogical Seminary, 31, 308-315 Retrieved from: http://psychclassics.yorku.ca/Jones/ Schultz, D. (2011). A History of Modern Psychology [VitalSouce bookshelf version]. Retrieved from http://online.vitalsource.com/books/1133173624/id/P13-123 T.L. Brink (2008) Psychology: A Student Friendly Approach. â€Å"Unit 6: Learning.†pp. 101 [1] Wikipedia (2014) The Little Albert Experiment Retrieved from: http://en.wikipedia.org/wiki/Little_Albert_experiment
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