Art History Term Paper Essay Example | Topics and Well Written Essays - 1000 words

Art History Term Paper - Essay Example These two paintings i.e. Picasso`s ‘Woman with a Mandolin’ and Modigliani’s ‘Portrait of artist`s Wife’ there is an inherent theme which implies that each person is subject to their own perception and same is the case with the artists; i.e. they paint their subjects not as an objective reality rather as how they perceive them to be. For this reason, both these paintings diverge from the standard paintings of their times which focus more on the sitter and less on their own sense of perception on these paintings. Thus, the paper will aim at exploring various dimensions to add depth to the thesis predicated here. Firstly, the point of concern with reference to these two paintings is the composition style which depicts their sense of perception. The painting by Picasso i.e. Girl with a Mandolin is composed in his classic cubist style which he was employing vehemently during the era. The paintings depict the subject via successive squares used as silhouette to give a distinctive touch to the painting. Though the composition style is simplistic, yet perspective is added by using minimalistic elements yet keeping a balance between the colors, shape and even the form of the painting. Similarly, the painting of Modigliani`s wife expresses modernity in modern style which is different from that of Picasso`s cubist one. He gives a sense of his own perception to him painting which may be characterized by elongated face and figures, also simple composition of his wife`s persona with little details in posture or expression. Therefore, a distinct character of the painter may be felt in these painters, ev en more than the character of the sitters. Picasso`s painting shows depth and simplicity, while Modigliani`s painting shows devotion and bohemianism, both being divergent from the composition styles of the popular artists. Both the paintings are similar in terms of composition when it comes to a thorough focus on shapes;

The U.S. Constitution and Slavery :: USA, constitution, slavery, history,

The US constitution was written with great vision to create strong nation. The bill of right were written, it provide all humans with rights. The writers of the constitution we hypocrites, they didn’t abide by what they preached. Thomas Jefferson wrote himself â€Å" all men are created equal† but he owned slaves. The founding father didn’t look or even think about slavery when they wrote the constitution. They were pre-occupied in getting the southern state to join the union and sign the new constitution. They southern states believed that the federal government shouldn’t mess with the issue on slavery because slavery was a state issue. The south and the north made numerous compromises to create a great nation. The first indirect compromise was when the constitution didn’t mention slavery in the constitution, they left that for the states to deal with. After years after when the congress decide to stop the slave trade in 1808, they gave the south time to adjust to this but they new that by the time the slave trade died line was over the slave would have reproduces and they would have more slaves. Third compromise gave the south more power. They had notice that they had less seats in the house of representative. States with the most slaves, for instance Virginia and Maryland, were get out number in the house of representative, so the compromised to have the slave counted as part of the population. They got three counts for every five slaves. This helped balance the house of representative. Later on, after President Lincoln abolished slavery(the thirteen amendment in the constitution) the southern states decided to nullify his decision but the went against the constitution. Nullification is illegal. This action cause the bloodiest civil war in America. President Lincoln notice that the US government was not following what they were preaching. After the win in the civil war, the federal government had established themselves with a lot of power.

Philippine Educational Status Essay

Philippine education is patterned after the American system, with English as the medium of instruction. Schools are classified into public (government) or private (non-government). The general pattern of formal education follows four stages: Pre-primary level (nursery, kindergarten and preparatory) offered in most private schools; six years of primary education, followed by four years of secondary education. College education usually takes four, sometimes five and in some cases as in medical and law schools, as long as eight years. Graduate schooling is an additional two or more years. Classes in Philippine schools start in June and end in March. Colleges and universities follow the semestral calendar from June-October and November-March. There are a number of foreign schools with study programs similar to those of the mother country. An overall literacy rate was estimated at 95.9 percent for the total population in 2003, 96 % for males and 95.8 % for females. Compared with other countries, the literacy rate in the Philippines is quite high. Moreover enrolment rate is 99. 9% in primary level and 77. 8% in secondary level, which is higher than Singapore and the highest in ASEAN countries. However while statistics on educational attainment may be high, the economic situation in the Philippines is still not so good. The Philippines has succeeded in expanding its education in quantitative terms, but now they have to think about â€Å"Quality of education†. Three government organizations handle education in the Philippines. These are the Department of Education, Culture, and Sports (DECS), the Commission on Higher Education (CHED) and the Technical Education and Skills Development Authority (TESDA). In 1999, the Department of Education, Culture and Sports, which governs both public and private education in all levels, stated that its mission was â€Å"to provide quality basic education that is equitably accessible to all by the foundati on for lifelong learning and service for the common good.† The Department also stipulated its vision to â€Å"develop a highly competent, civic spirited, life-skilled, and God-loving Filipino youth who actively participate in and contribute towards the building of a humane, healthy and productive society.† All these ambitions were embodied in the development strategy called â€Å"Philippines 2000.† The academic year in the Philippines is patterned after its wet/cool and dry/hot seasons. The hottest months of the year are from March to May, thus making them the â€Å"summer break.† The wet season starts in June, which also marks the beginning of the academic school year. Beginning 1993, DECS increased the number of school days from 185 to 200. The school year ends during the first few weeks of March. The Philippines, a Catholic country, has a two- to three-week break during Christmas in December and a four- to five-day break at the start of November to celebrate the Day of the Saints and the Day of the Dead. The language of instruction has been a much debated topic. For a country dispersed over 7,107 islands, with 11 languages and 87 dialects, colonized by Spain for more than 300 years, and educated by the Americans, the decision to pick a particular language of instruction has been very controversial. The languages used for instruction have switched from Spanish to Tagalog, to English to the local vernacular, including some Chinese languages, and Arabic, which is used in the southern part of the country. According to an official publication of the U.S. Library of Congress, the Philippine census reported that during the 1990s a total of 65 percent of Filipinos understood English. During the last four decades of the twentieth century, education in all levels had vastly improved. In the compulsory elementary level, from 1965-1966, there were a total of 5.8 million students enrolled, 4.5 percent of which were in private institutions. In 1987-1988 these numbers grew to 9.6 million enrolled, 6.6 percent of which were in private schools. By school year 1999-2000, 12.6 million were enrolled with 7.1 percent in the private sector. This level is for grades 1 through 6—ages 7 to 12. The various Philippine grade levels are referred to with cardinal numbers (one, two, three) rather than ordinal numbers (first, second, third). Secondary education is taught for 4 years from ages 13 to 16. Primary and secondary schools are taught from Monday to Friday, starting at 7:30 A.M. The school day begins with a flag raising, national anthem, and pledge of allegiance. Students usually have an hour for lunch. School cafeterias are mostly non-existent and those that exist are largely inadequate. Students either go home for lunch or pack their lunch. Some parents, usually mothers, come to school to bring warm lunch for their children. Classes resume for the afternoon, until about 4:30 to 5:00 p.m. In some areas, due to lack of facilities, certain schools are forced to have double shifts, minimizing the hours children spend in school. Access has been a problem for certain sectors of the population and DECS has made this the number one priority. In the secondary level for 1965-1966, approximately 1.17 million students were enrolled with 62.3 percent in the private sector. In 1987-1988, there was a total of 3.49 million students enrolled, 40.8 percent of whom were in private schools. By 1999-2000 there was an overall total of 5.1 million students, with 24 percent in private schools. Higher education in the Philippines is strongly in the private sector. Most bachelor degrees are for four years. Students are usually from 17 to 20 years old. In 1985, the private sector of higher education was close to 80 percent of the student population. Of these institutions one-third are considered non-profit, while two-thirds function for monetary gain. This has lead to the reputation of certain schools as â€Å"diploma mills† and to the more serious problem of producing unqualified, unemployed, and underemployed graduates. During the 1970s, there was a wide discrepancy in the literacy rates of the various regions of the country. The capital region of Metro Manila had a 95 percent literacy rate; the Central Luzon area had a 90 percent literacy rate while the We stern portion of Mindanao had a 65 percent rate. Three principal indigenous languages in the Manila area are Cebuano in the Visayas, Tagalog and Ilocano in the northern portion of Luzon. In 1939 Philipino (which is based on the Tagalog language) was made the national language. Philipino later evolved to Filipino which is based on the languages used in the Philippines. English still remains the most important non-indigenous language used by media, higher education, private, primary and secondary schools, government administration, and business. Only a handful of families have maintained speaking in Spanish. The multiplicity of languages used in the Philippines has not affected its literacy rate of 94.6 percent, one of the highest in East Asia and the Pacific region. Technology use is starting to gain momentum in the overall education of the Philippines. In 1999, there were 93 Internet Service Providers (ISP) in the country. By the beginning of 2001, the participation of nongovernmental organizations and the private sector in educati on was evident with the donation of 1,000 personal computers for use during school year 2001-2002 in 1,000 public high schools of 16 regions. The program, called One Thousand PCs, has four major components, namely: curriculum development with the creation of a one year course on computer education as a specialization in entrepreneurship; teacher training for recipient schools; courseware development through the creation of Information Technology materials; and the purchase of hardware from the private sector through the Adopt-A-School Program. The Department of Trade and Industry chaired this project. Curricular development is under the jurisdiction of the DECS. Authority slowly trickled down to the municipal/local levels as the system shifted to decentralize decision-making and empower local schools. Despite these efforts, much of the important decisions, such as the purchase of all public school textbooks, is done by DECS. Important curricular changes needed to respond to emerging student needs are limited due to budgetary constraints. Three tests are administered to students, the preparation for which must be addressed through further curricular development. These tests are the National Elementary Aptitude Test (NEAT), the National Secondary Aptitude Test (NSAT), and the National College Entrance Examination (NCEE). The Philippine population grows at a rate of 2.07 percent per year. In July 2000, the estimated population was 81,159,644 people. About 37 percent of this population was from birth to 14-years-old. A 2 percent yearly population growth translates to about 1.6 million children born every year. This growth rate strains the resources of the educational system. During 1999-2000, a 2 percent increase in the number of students meant 8,000 more classrooms needed. The deficit was 29,000 since DECS was able to build only 6,000 new rooms for the year. More teachers required (total lack of 21,000 since the budget allowed for hiring only 4,700 new teachers) 400,000 more desks (of the 2.2 million needed, only 500,000 were purchased) and 10 million additional textbooks with a ratio of 2 students per book. To alleviate this strain, certain schools hold double sessions (one in the morning and another in the afternoon) in elementary schools. Some high schools even have triple sessions due to space and resource problems. As for gender distribution in the elementary level, male and female students are almost equally represented, while there are more females students at the secondary and higher education level. In rural areas, men are expected to do work while women are allowed to pursue education. Males have a higher rate of failure, dropout, and repetition in both elementary and secondary levels.

Elderly Patients Undergoing Cataract Surgery - 1700 Words

Within this essay I will write about elderly patients, undergoing cataract surgery, as a particular vulnerable client group. The local Health Board (2014) define cataracts as the clouding of the lens, occurring as a natural part of the ageing process, preventing light from adequately reaching the retina and therefore having an effect on vision. This can be corrected through the surgical process of Phacoemulsification, through which the clouded portions of the lens are removed and replaced with an artificial implant (Local Health Board, 2014). Whilst it is common for cataracts to develop as a result of old age, they can also occur as the result of injury, inflammation, degenerative disease, or from the prolonged use of medication. It is also possible for children to be born with cataracts. Clients will be administered either a general or local anaesthetic prior to surgery, though the latter is safer and more commonly utilised due to fewer side effects and a faster recovery process (National Health Service, 2015). Occasionally an intraocular local anaesthetic may be used and in specific cases, where there are anticipated technical difficulties, a general anaesthetic may be more appropriate; for example, clients who have Downs Syndrome, or younger patients who are less likely to be co-operative (Khaw Peng, 2013). 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