Comparing Dubliners and To the Lighthouse Essay -- comparison compare

Comparing Dubliners and To the Lighthouse In Dubliners and To the Lighthouse, James Joyce and Virginia Woolf explore the depressing results of lives devoid of growth or meaning versus those who dare to live their lives in spite of all strife and adversity. Joyce and Woolf are both concerned with the meaninglessness of stagnant lives, the first operating in pre-WWI Ireland, the second in England during and after the war. "The Dead" and To the Lighthouse both reveal the despair of lives that occupy but do not fill the short span of time between birth and inevitable death. With "The Dead", Joyce brings his lament for Ireland's plight to its depressing yet strangely peaceful conclusion. Like all the previous stories in Dubliners, "The Dead" gives the reader a heavy dose of the social depravity of an Ireland torn by internal war. Everyone in the story seems so caught up in remembering the faded glory of the past that the living have become even more stagnant and perished than the dead themselves. Aunt Julia appears first as a faded flower: "her hair...was grey; and grey also, with darker shadows, was her large flaccid face. ...[She had] the appearance of a woman who did not know where she was or where she was going" (187-188). Even this initial description seems to be of one near or even past death. Even while singing more beautifully than she ever had (202-203), she seems more prepared for her funeral than "Arrayed for the Bridal". She has both authored and, for every Christmas party she has ever thrown, performed this song about a wedding, and yet has never herself married or produced children. Her life, though intermittently beautiful while it has lasted, will soon end in obscurity, fruitless, childless, "wasted", as her ... ...ort of lasting meaning. What the lamented heroes of old had, and the zombie-like characters of the present generally lack, is the knowledge that the formation and maintenance of emotional bonds between human beings are the only meaningful enterprise of the human spirit and the only worthwhile endeavor of the human life. Both authors make it clear that those who spend their lives going through the motions of an unemotional society waste their lives as slowly and painfully as their bodies waste away. For them, the only way to truly live one's life is to follow the feeling, the passion of the soul. Works Cited: Benstock, Bernard. Critical Essays on James Joyce. G.K. Hall & Co. Boston, Massachusetts: 1985. Joyce, James. Dubliners. New York: Washington Square Press, 1998. Woolf, Virginia. To the Lighthouse. New York: Harcourt, Brace, Jovanovich, 1989.

Edp250 Pt 4

Introduction The purpose of this easy is to compare and contrast two art lessons in relation to authentic arts learning and integration. The lessons will be sourced from the internet and both will be examples of using objects in the natural environment to create a painting. The lessons were designed for students in grades two to six. DiscussionAuthentic arts is as noted by Dinham,(2011) arts that incorporates learning involving integration necessitates, making connections across the curriculum between subject areas or disciplines and providing opportunities for students to witness and engage the relationships, transfer their knowledge and apply their learning through these connections. To make this happen there needs to be a move to prepare classroom teachers to become aware of art, and ways of delivering a successful lesson. Smilan and Marzilli miraglia (2009) notes, that â€Å"teachers need clarification about what art integration is and what it entails.We believe that true authen tic art- integrated learning places visual arts content at the centre of teaching and learning (p. 39)†. Meaning every teacher must continue to up skill their own knowledge of art and understands the elements to delivering an authentic art lesson requires(Dinham,2011). Art is more than painting, drawing and play dough; it is not merely a time filler at school, so teacher can have a break, or a bit of fun. Dinham, (2011) suggest that teachers need to understand what art gives their students, and how art provides a connectedness to society and their own identity and meaning.Art provides students the opportunities to problem solve, express their needs and emotion, be creative, try new experience and more importantly teachers need to appreciate authentic arts programmes as a significant importance in the curriculum. Lessons Lesson one demonstrates a well prepared art lesson and in lesson two, many elements of creating an effective authentic arts lesson are missing. Both lesson one and two require students to use natural items found in the environment to create a painting.Both lessons would be suited for students in grades two to six, and comprises elements of authentic arts. Below is a table that show what elements of authentic arts are essential when delivering an arts class. Required characteristics| Example| 1. Has connections across the curriculum| Lessons makes links to other curriculum such as maths, history etc. | 2. Uses understanding of multiple intelligences and different learning styles| Such as Howard Gardner concepts of multiple intelligence. | 3. Is themed and examines the theme in different areas| Such as dinosaurs, outdoor garden, countries. 4. Uses different modes of learning incorporated into different areas| Such as reading, singing, creating, comparing, contrasting, discussing. | 5. Lessons relate to real life tasks, that draw on a range of knowledge and skills across the curriculum| Lesson would encourage students to use prior knowledge of the task at hand. | 6. Learning’s provide opportunity for students to see relationships, transfer and apply learning and make connections across the curriculum| The lesson has been enriched with elements of real life experience and understanding. | 7.Activities are Instrumental and/or intrinsic| Instrumental, lessons that extend beyond the immediate lesson. Intrinsic lessons relates to the learning gained through the lesson Dinham,(2011). | Table is adapted from PowerPoint presentation Integration. Curtin University, (2012). Using this table as a guide the below lessons well be corresponded with the number from the above table showing which part of the lesson address each charatritcs. Lesson one: Retrieved from http://contemporaryartscenter. org/images/lessonplans/mughal-miniatures_natural-beauty. pdfMughal Miniature Paintings: Natural Beauty Grades: 2nd-7th Visual Arts Developed By: Kristen M. Woods Lesson Description: Mughal miniature painting originated during the 16th century in the Mughal Empire which spanned what are now India, Bangladesh, Nepal, and Pakistan. This art form is marked by careful attention of small detail, lush jewel tones, epic subject matter, and miniature scale. All of the Miniature artists that are participating in the Contemporary Arts Center’s exhibition Realms of Intimacy have studied at the National College of Arts (NCA) in Lahore, Pakistan.The NCA is renowned for its program dedicated to the centuriesold tradition of Mughal miniature painting which flourished from 1526 to 1857. The extremely selective school takes only a dozen of its accepted students to pursue the intensive major of miniature painting. This major at the NCA mimics a traditional eight year apprenticeship in two years of schooling. The meticulous technique begins with the posture of the students. The students are required to be seated on the floor for hours a day, hold their papers close to their eyes and brace their painting arms against their bod y.Their posture is essential to mastering the tiny brushstrokes needed to create pieces with such fine details. They spend their first year and a half copying historical works and learning to make their own tools. Only in the final half year are they allowed to explore their own creative devices. There is an extreme mental discipline that goes along with every aspect of being a miniature painter. The style is based on old traditions. One brush is still composed of a single squirrel hair. Mussel shells are used as mixing bowls for their organic paints.These natural paints are made from raw materials like vegetables, fruits, oil, soil, lime, indigo and lapis lazuli and on occasion eggs, gold powder, and silver foil. Through this program students must master ultra-fine figure drawing and brushwork, tea staining of page borders and burnishing of paper surfaces; all essential to practices that were used centuries ago. For this project, students will explore natural materials that can be used to dye paper and make paints then use their homemade materials to make their own versions of Mughal miniature paintings Objectives: ? Use problem solving to figure out natural materials they can use and combine to make paints and also dye paper Learn about the process that Mughal miniature painters go through when creating a piece Create their own composition based on Mughal miniature paintings Materials and Resources: Watercolor paper Tea, coffee, and cranberry juice Lard, Butter, Solid and liquid vegetable oil Spices, mustard, dirt, grass, fruits and vegetables, and other natural materials that can stain Paint brushes Small containers with lids (paint storage)Aprons/paint shirts Links and Books on natural paint mixing and Mughal Miniatures; http://www. hyoomik. com/images/egg. html http://www. sairawasim. com/ http://www. ambreenbutt. com/web/home. php http://www. ambreenbutt. com/web/works. php Whiles, Virginia. (2010). Art and Polemic in Pakistan: Cultural Politics a nd Tradition in Contemporary Miniature Painting. Edwards, Lynn. (2003). The Natural Paint Book. Critical Questions: How are cultural practices and traditions passed down and continued over time? Why are they important? Is process important in relation to product? What if miniaturist painters used synthetic materials? Would it change the look of the work? The Emotion? Activities: Preliminary Discussion: Discuss process with students; how artists begin a piece as opposed to showing them the finished product first. Then look through some images of contemporary Mughal Miniaturist paintings by Ambreen Butt and Saira Wasim whom still use tea staining and hand mixed pigments from natural materials. Discuss briefly the imagery and subject used in the works and the meanings behind them.With older students you may be able to get them to discuss some of the political satire seen in Saira Wasim’s work Art Activity: Start the project by dying paper. Using tea, coffee, or even fruit jui ce; have students dip a piece of watercolor paper into a large container full of the liquid of their choosing. Leave the paper in the liquid for at least 15 minutes and check on how well the liquid is dying the paper (don’t leave the paper in for too long because it will start disintegrating). Once the paper has a nice color all around, take it out and leave it to dry for about 24 hours. Next, have students mix their paints. Find some things either outside or maybe in the refrigerator that can stain. Things like grass, dirt, berries, flowers, mustard, and spices would work well. Have students use lard, solid or liquid vegetable oil, or butter to grind and mix their natural materials together making a thick paint. Have each student make at least three different color paints. They may share paints when it’s time to use them. Have students use a paint brush with their homemade paints to create their own miniature painting on their dyed paper. This project is more about p rocess and nderstanding materials so the composition can be very simple especially with younger students. You might suggest they do a composition showcasing the natural materials they use to make their materials like flowers, fruit, etc. Assessment: Students have dyed a piece of paper using tea, coffee, or fruit juice Students have mixed their own paints using fat and natural materials Students have used their paints and dyed paper to create their own miniature paintings Lesson two: Retrieved from http://www. kinderart. com/painting/plantdye. shtml PLANT DYE PAINTSGrade: 2-6    †¢    Age: 6-12 †¢Ã‚   Written by: Kim Swanger [Kim is a K-3 art teacher at Lakeview and Central Elementary Schools in Council Bluffs, Iowa. ] | Objectives: Students will learn that plants are a source of natural dyes and paints. This is a good lesson to show how pioneers or early civilizations may have used plant dyes to color cloth. What You Need: * crock pots * beets * spinach or kale * bl ack walnuts in the shell * dry onion skins * paint brushes * paper What You Do: 1. Discuss with the students that before we had synthetic dyes, people had to make their own paints and dyes using plants and other resources available.Show the students the nuts and vegetables you have and ask how the pioneers may have used these materials. 2. The night before the painting lesson, place beets, spinach or kale, walnuts, and onion skins in separate crock pots with enough water to barely cover them. Cook all night. The following morning, the water in each of these pots should have turned into natural dyes. The beet water will be magenta, the onion water will be amber, the spinach or kale water will be a light green and the black walnut water will be brown. 3.Pour a small amount of paint into bowls and ask students to smell them. Discuss which vegetable made which paint. 4. Provide brushes and paper (plain or coloring pages) and permit students to paint using the natural dyes. 5. After the painting experience, ask students what other natural materials might make dyes the pioneers could have used. Experiment with student suggestions. Note: If black walnuts are not available, VERY STRONG coffee or tea makes an adequate brown dye. Berries can also be used to make colorful dyes. Currently, red dye is commonly made from a parasite that lives on cacti.Both lessons are similar in terms of requiring students to use natural objects to create a painting; However a teacher using lesson one, their students would gain a deeper understanding of authentic art, and acquire skills that they can use across curriculum, as it demonstrates modes of learning and teaching strategies which enables each students to expression and understand what is required. It also uses scaffold learning, which enable students to see examples of what they could achieve, but also gives the history and reasoning behind why they are required to do this activity.This enables students to take an educational value from the lesson, rather than doing it just for merely fun (Dinham,2011). Although lesson two also has real world connection and can be intergraded into other curriculums it is its lack of depth to which it can do this that makes it the inferior of the two lessons. Lesson two can link to history whereas lesson one can relate to multiple curriculums, making this a more intergraded lesson to benefit student learning’s (Dinham, 2011).Lesson one has provided more elements of real life experience for students that they can compare contrast between a variety of objects they have used from the environment, from vegetables to plants and so forth. Whereas lesson two only focuses on one element. Both lesson one and two are instrumental meaning that they extend beyond the immediate arts experience (Dinham,2011) but again it would be lesson one that take this experience further as it looks at the impact the lesson has upon students learning as a whole.Overall, lesson two does not tick th e boxes for authentic arts integrated learning in the way that lesson one does. Lesson one provides a real and authentic learning experience that incorpatres connections to other areas of the curriculum, using modes of learning and teaching strategies which encourage and support every learner in the classroom regardless of skill or ability, all essential fact in delivering an authentic arts experience.References Curtin University, (2012). Course Notes. PP2 Integration. Retrieved fromhttps://lms. curtin. edu. au/webapps/portal/frameset. jsp? tab_tab_group_id=_4_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_47595_1%26url%3D Dinham, J. (2011). Delivering authentic arts education. South Melbourne, Victoria: Cengage Learning.

Nokia’s Mission Statement

NokiaNokia’s Interim Report (2013) showed a decline in the first quarter for group net sales, device and services net sales and networks net sales. Therefore, it comes as no surprise that Nokia’s mission statement places a strong emphasis on shareholder value and social responsibility to increase the company’s stronghold within its industry.Shareholder ValueIn order to gauge the company’s performance in these two areas, there are a couple of specific indicators that Nokia is looking for. Shareholder value is increased through the success of the business. Nokia gives four areas that will become the primary focus of each of the business areas and gauge its success. These areas are: (1) leading and winning in mobile devices, (2) growing consumer internet services, (3) accelerating adoption of business solutions and (4) leveraging scale and transforming solutions in infrastructure (Grant, 2010, p. 24). This focus in these business areas allows for Nokia to inc rease shareholder value through a strong business strategy.Nokia also wants to strengthen their strategic capabilities in the areas of: (1) consumer understanding, (2) brand recognition, (3) technology and architecture and (4) channels and supply chain (Grant, 2010). This will also help to increase shareholder value by allowing for a competitive advantage when dealing with the above business areas.Social ResponsibilityNokia also wants to focus on their social responsibility as a mediator between the unconnected and connected. They envision a world where everyone is connected and allow everyone to feel close to what matters to them. I believe that they can gauge this through the same manner they gauge shareholder value. Essentially, Nokia’s business strategy will fulfill their  social responsibility of connecting people. Leading the industry in mobile devices, Internet services, business solutions and solution infrastructure will all help connect people throughout the world. MissionWith the new Nokia Lumia reaching number four on the list of largest smartphone brands in the USA, one can say that Nokia’s mission is working on increasing the connectivity amongst people through their smartphones (Shah, 2013). However, the company as a whole is not doing so well. With all their sales dropping, the only thing that is increasing is the sale of their Nokia Lumia. Even at the number four spot, Nokia only holds a measly 4.1% of the smartphone industry in the US, and their overall sales are declining (Shah, 2013). Therefore, I would say they are not doing a very good job at fulfilling their mission statement. If Apple had the same mission statement, leading the sales of smartphones in the US at a whopping 33.7%, the statement would be more accurate in saying that they plan to connect people around the world and lead the industry.RecommendationIn order to improve the mission statement, I believe that Nokia should add more tangible short-term goals to boost morale. Short-term wins not only boost morale, but also provide more attainable objectives to satisfy shareholders. Therefore, instead of stating that Nokia plans to, â€Å"Lead and win in mobile devices,† they can state that Nokia will, â€Å"increase the smartphone market value partnering with Android AND Microsoft to expand Nokia’s global reach.† Providing short-term wins that are not as broad as Nokia’s current mission statement will help also strengthen the company’s brand and make them a stronger company as a whole. Overall, Nokia is doing well within the smartphone realm, and losing in everything else. It is either time that they specialize in a specific industry (smartphones), or take the market by storm with something that has not been offered before. Only the future will tell, and the mission statement is what will reflect these plans. Nokia’s Mission Statement NokiaNokia’s Interim Report (2013) showed a decline in the first quarter for group net sales, device and services net sales and networks net sales. Therefore, it comes as no surprise that Nokia’s mission statement places a strong emphasis on shareholder value and social responsibility to increase the company’s stronghold within its industry.Shareholder ValueIn order to gauge the company’s performance in these two areas, there are a couple of specific indicators that Nokia is looking for. Shareholder value is increased through the success of the business. Nokia gives four areas that will become the primary focus of each of the business areas and gauge its success. These areas are: (1) leading and winning in mobile devices, (2) growing consumer internet services, (3) accelerating adoption of business solutions and (4) leveraging scale and transforming solutions in infrastructure (Grant, 2010, p. 24). This focus in these business areas allows for Nokia to inc rease shareholder value through a strong business strategy.Nokia also wants to strengthen their strategic capabilities in the areas of: (1) consumer understanding, (2) brand recognition, (3) technology and architecture and (4) channels and supply chain (Grant, 2010). This will also help to increase shareholder value by allowing for a competitive advantage when dealing with the above business areas.Social ResponsibilityNokia also wants to focus on their social responsibility as a mediator between the unconnected and connected. They envision a world where everyone is connected and allow everyone to feel close to what matters to them. I believe that they can gauge this through the same manner they gauge shareholder value. Essentially, Nokia’s business strategy will fulfill their  social responsibility of connecting people. Leading the industry in mobile devices, Internet services, business solutions and solution infrastructure will all help connect people throughout the world. MissionWith the new Nokia Lumia reaching number four on the list of largest smartphone brands in the USA, one can say that Nokia’s mission is working on increasing the connectivity amongst people through their smartphones (Shah, 2013). However, the company as a whole is not doing so well. With all their sales dropping, the only thing that is increasing is the sale of their Nokia Lumia. Even at the number four spot, Nokia only holds a measly 4.1% of the smartphone industry in the US, and their overall sales are declining (Shah, 2013). Therefore, I would say they are not doing a very good job at fulfilling their mission statement. If Apple had the same mission statement, leading the sales of smartphones in the US at a whopping 33.7%, the statement would be more accurate in saying that they plan to connect people around the world and lead the industry.RecommendationIn order to improve the mission statement, I believe that Nokia should add more tangible short-term goals to boost morale. Short-term wins not only boost morale, but also provide more attainable objectives to satisfy shareholders. Therefore, instead of stating that Nokia plans to, â€Å"Lead and win in mobile devices,† they can state that Nokia will, â€Å"increase the smartphone market value partnering with Android AND Microsoft to expand Nokia’s global reach.†Providing short-term wins that are not as broad as Nokia’s current mission statement will help also strengthen the company’s brand and make them a stronger company as a whole. Overall, Nokia is doing well within the smartphone realm, and losing in everything else. It is either time that they specialize in a specific industry (smartphones), or take the market by storm with something that has not been offered before. Only the future will tell, and the mission statement is what will reflect these plans.

Essay on Eiffel Tower Essay

In 1889, Paris hosted an Exposition Universelle to mark the 100-year anniversary of the French Revolution. More than 100 artists submitted competing plans for a monument to be built on the Champ-de-Mars, located in central Paris, and serve as the exposition’s entrance. The commission was granted to Eiffel et Compagnie. Eiffel, an architect and metal expert, receives full credit for the monument that bears his name but it was one of his employees—a structural engineer named Maurice Koechlin—who came up with the concept. Several years earlier, the pair had collaborated on the Statue of Liberty’s metal armature. Originally intended as a temporary exhibit, the Eiffel Tower was almost torn down in 1909. City officials opted to save it after recognizing its value as a radiotelegraph station. Several years later, during World War I, the Eiffel Tower intercepted enemy radio communications. It escaped destruction a second time during World War II. Over the years, the Eiffel Tower has been the site of numerous high-profile stunts, ceremonial events and even scientific experiments. The Eiffel Tower has also inspired more than 30 replicas and similar structures in various cities around the world. Now one of the most recognizable structures on the planet, the Eiffel Tower underwent a major renovation in 1986 and is repainted every seven years. It welcomes more visitors than any other paid monument in the world—an estimated 7 million people per year. Fulgence Bienvenà ¼e, an engineer at Ponts et Chaussà ©es, created the project, which was adopted by the Municipal Council on 9 July 1897. Work started on 4 October 1898. Line 1, which opened on 19 July 1900, connected the Porte de Maillot to the Porte de Vincennes and provided a service to the summer Olympic Games organised in the Bois de Vincennes. Parisians immediately loved this new means of transport. In 1901, Fulgence Bienvenà ¼e planned an additional network of lines which would not leave any point in Paris more than 500 metres from a metro station. Work quickly began on lines 2 and 3 and then 4 and 5, etc. The first six lines were opened to the public in 1910. Immediately prior to the First World War, the 91km-long network included 10 lines and carried 467 million travellers. The following decade saw the network continue to grow, in particular through the extension of the lines to the suburbs (lines 1, 12, 9, 11, etc.). During the Second World War, several lines were exten ded despite the shortage of electricity.

Social work Assignment Example | Topics and Well Written Essays - 500 words

Social work - Assignment Example From the first chapter, I was able to understand why it is important to study human behavior theories. According to Robins et al, a theory is an idea that has to be backed by certain evidence or proof (3). Human behavior theories are therefore ideas or propositions which try to explain why humans behave the way they do. These theories are backed by evidence that have been observed and documented over the years (4). The reason why we study human behavior theories is to be able to understand human behavior. According to Robbins et al the human behavior is a complex phenomenon (7). This is basically people are different. When the behavior of people is studied and documented in the form of theories, it is possible to understand why a person behaves the way he or she does in the society.. Without the theories, analyzing, and understand how people behave is quite difficult. From the first chapter, I was also able to appreciate the concept of social construction of theories (13). The social construction of theories is basically concerned with the development of a constructed understanding of the world (14). In the social development of these human development theories, the meaning of these theories is not developed separately within the individual but rather in synchronization with other human beings (16). From the first chapter, I was able to appreciate the various aspects that are important in developing and understanding these human behavior theories. Various ideologies, scientifically developed theories as well as social work practices form the basis of understanding the human behavior. It is however worth noting that despite the importance of the social construction of the theories, it is greatly affected by determinism nod reductionism (19). Reductionism refers to the practice of reducing the human behavior all down to a single factor such as biological cognitive or behavioral

People of Jewish Heritage Essay Example | Topics and Well Written Essays - 500 words

People of Jewish Heritage - Essay Example In addition to this, they Jews have freewill to do what they wish. However, everyone is responsible for the choices he makes. They also believe they are connected to each other regardless of where they live. They form one global Jewish community. They also respect the Torah because it contains all the commandments given by God (Purnell, 2013). Jews believe in life after death. They believe that their souls continue to flourish even in death. They also argue that nothing should be used on a patient to prevent them from dying a natural death or extending their dying process. Therefore, drugs may be viewed as substance which prevents death. It would be in appropriate for a heath practitioner to treat a patient using drugs and yet the chances of the patient to survive are very minimal. However, regardless of the patient health condition, pain among the patients must be relieved at all cost. The Jews do not carry out autopsy on the dead because they believe that a person’s body should not be interfered with so that they can use it in the afterlife (Purnell, 2013). The nurse words of comfort were inappropriate because it is only God who can decide when to give or take a life. Jews do not require another party to confess their sins. Instead, they pray individually and ask God for forgiveness. Nonetheless, the Jews have a personal confession prayer that they carry out when they are sure of death. The confession is called viddui and it might be said by the patient or someone on his behalf in case he is too sick to say. The Jews also believe God is the giver of life and can also take it. In addition to this, the Jews also view sickness as part of life that God has set in motion. They regularly recite a prayer for healing. The prayers can be said anywhere including hospitals. The Jews also have a tradition of visiting one another in hospital to give support and comfort (Purnell, 2013). Care tends to shift from curing measure to relieve of pain, emotional

Week 5 LT Essay Example | Topics and Well Written Essays - 250 words

Week 5 LT - Essay Example succeeded have always made the appropriate choices on the particular metrics to use, and ensuring that they are updated on a regular basis in ensuring that they are up to the task in their performances (Goetsch and Davis, 2012). Ideally, by the formations of partnerships and other similar associations, companies can hasten product development as well as a fastened marketing, which otherwise would take long periods to achieve. Alliances never create value automatically; however, achievement of success requires the development of performance measures dealings without a full-blown acquisition, thereby requiring the use of metrics for development and implementation of successful alliances (Goetsch and Davis, 2012). Development of metrics for quantification of benefits generated by a company is tedious; therefore, requiring a balanced scorecard, which measures the overall quality of the working relationship, the strategic value and the operational effectiveness together with the financial performance (Goetsch and Davis, 2012). Ideally, a balanced scorecard shows precise appropriateness in the measurement of a number of aspects, contrary to metrics in that overreliance on financial metrics is a shortsighted development, such as an example of establishing an underperforming alliance for the sake of remaining relevant in a competitive