The Northern Renaissance as Expressed On Canvas free essay sample

This paper discusses the rich art history that stemmed from the artistic renaissance in northern European countries. This paper takes a look at the notable masterpieces of the artistic Renaissance in Northern Europe. The author pays close attention to the new styles of the times, the use of oils, light and shadow, and how expressing inner emotions became more prevalent than outer appearances on the canvas. The author looks in particular at the portraits The Arnolfini Portrait by Jan van Eyck, and The Ambassadors by Holbein the Younger. While the Southern renaissance is better known, the countries of the north Germany, The Netherlands, France, and England? also enjoyed a rich artistic renaissance, though slightly delayed. Historians dispute reasons as to why this so. Some argue that for reasons such as the bubonic plague and economic depression, it took the Northern countries a longer time to emerge from the dark ages. Another argument is that Northern artists were simply more reluctant to switch from the Gothic style they used in the past. We will write a custom essay sample on The Northern Renaissance as Expressed On Canvas or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In any case, European patrons and artists prized their work and they were praised for their talents in working with oils and their mastery of detail. Northern art managed to progress at a surprising pace despite its delays. The two paintings used as references in this portfolio, The Arnolfini Portrait by Jan van Eyck and The Ambassadors by Hans Holbein the Younger, stand as examples of this. With only 100 years difference between them, it is important to examine what accounts for the changes by comparing the paintings in areas of characterization, chiaroscuro, medium, and artistic symbolism. In this way, the differences between Early and Late Northern renaissance art can be clearly defined.

Alien Registration Records

Alien Registration Records Alien registration records are an excellent source of family history information on U.S. immigrants who were not naturalized citizens. Record Type: Immigration/Citizenship Location: United States Time Period: 1917-1918 and 1940-1944 What are Alien Registration Records?: Aliens (non-citizen residents) living in the United States were asked during two different historical periods to register with the U.S. Government. World War I Alien Registration RecordsFollowing the beginning of United States involvement in World War I, all resident aliens who had not been naturalized, were required, as a security measure, to register with the U.S. Marshal nearest their place of residence. A failure to register risked interment or possible deportation. This registration occurred between November 1917 and April 1918. WWII Alien Registration Records, 1940-1944The Alien Registration Act of 1940 (also known as the Smith Act) required the fingerprinting and registration of any alien age 14 and older living within or entering the United States. These records were completed from August 1, 1940 to March 31, 1944 and document over 5 million non-citizen residents of the United States during this period. What Can I Learn From Alien Registration Records?: 1917-1918: The following information was generally collected: Full name (including maiden name for females)Current residence and length of residencePlace of birthSpouse’s name and residenceChildren’s names, sex, and years of birthParents’ names (including maiden name for mother), birthdates, and birthplacesNames, dates of birth, and current residence of siblingsWhether any male relatives serving in the military for/against USWhether registered for selective draftPrevious military or government serviceDate of immigration, name of vessel and port of arrivalWhether naturalized in another country Whether reported/registered with a consul since 1 June 1914Whether applied for naturalization or took out first papers; if yes, when and whereWhether ever taken an oath of allegiance other than to the United StatesWhether ever arrested or detained on any chargeWhether held a permit to enter a forbidden areaSignaturePhotographDescription of registrantFull set of fingerprints 1940-1944: The two-page Alien Registration Form (AR-2) asked for the following information: NameName at time of entry to the USOther names usedAddressDate and place of birthCitizenship/NationalityGenderMarital statusRace Height WeightHair Eye ColorDate, port, vessel and class of admission of last arrival in USDate of first arrival in USNumber of years in the USUsual occupationPresent occupationName, address and business of present employerMembership in clubs, organizations or societiesDates and nature of military or naval serviceWhether citizenship papers were filed and if so the date, place, and courtNumber of relatives living in the USArrest record, including date, place and dispositionWhether or not affiliated with a foreign governmentSignatureFingerprintNot all registrants provided all information. Where Can I Get Alien Registration Records?: WWI Alien Registration files are scattered, and the majority are no longer extant. Existing files can often be found in state archives and similar repositories. Existing WWI alien registration records for Kansas; Phoenix, Arizona (partial); and St. Paul, Minnesota can be searched online. Other alien registration records are available in offline repositories, such as the 1918 Minnesota Alien Registration records at the Iron Range Research Center in Chisholm, MN. Check with your local or state genealogial society to learn what WWI alien registration records might be available for your area of interest. WWII Alien Registration (AR-2) files are available on microfilm from U.S. Citizenship and Immigration Services (USCIS) and can be obtained through a Genealogy Immigration Records Request. Unless you have the actual alien registration number from an alien registration card in your familys possession, or from a passenger list or naturalization document, you will want to begin by requesting a Genealogy Index Search. Important: Alien Registration Forms AR-2 are only available for A-numbers 1 million to 5 980 116, A6 100 000 to 6 132 126, A7 000 000 to 7 043 999, and A7 500 000 to 7 759 142. If the subject of your request was born less than 100 years before the date of your request, you are generally required to provide documentary proof of death with your request. This might include a death certificate, a printed obituary, a photograph of the tombstone, or other document demonstrating that the subject of your request is deceased. Please submit copies of these documents, not originals, as they will not be returned. Cost: Alien registration records (AR-2 forms) requested from USCIS cost $20.00, including shipping and photocopies. A genealogy index search is an additional $20.00. Please check the USCIS Genealogy Program for the most current pricing information. What to Expect: No two Alien Registration Records are alike, nor are specific answers or documents guaranteed to be in each case file. Not all aliens answered every question. Turn-around time to receive these records averages about three to five months, so prepare to be patient.

ILDF Essay Example | Topics and Well Written Essays - 1500 words

ILDF - Essay Example By comparing the traditional education, learning process that requires students to meet face to face with their instructors for their courses online education tends to be the most reliable learning management system (Unrau, 2003). The swift development of the online education program, tutors have the task and responsibility to assure quality and effectiveness of online education. For online education to be a successful program, the designers have the duty to ensure that the learning management structure is reliable and flexible. This ensures that the student’s interests are inspired and activated for them to acquire knowledge and skills effectively and efficiently. Although, the online learning system has benefits to both instructors and students, its establishment and management have faced by various challenges. However, there various efforts that have been put in place to make sure consistent and effective quality of the curriculum especially for the online education. The on line education management has put in place the Integrative Learning Design Framework (ILDF), quality matters and the Online Course Evaluation project. The Integrative Learning Design Framework is a constructivist design process where views from all the participants and their feedback of the design, development and the implementation process are considered. The ILDF has four phases the exploration phase, enactment phase, evaluation phase and the reflection phase. In the exploration phase investigation is done on the extent to which the online learning program would be designed and implemented. However to do so there are a number of factors that should be considered like the needs of the Students and the instructors, both teaching and learning challenges and the cultural, social and organization factors that would hinder the design development and implementation. The enactment phase this phase depends on the information gathered from the exploration phase and all the determinants are considered the prototype is designed (Monroe, 2010). The evaluation phase is the next stage in ILDF where the designed prototype is analyzed whether it is user friendly and valid to handle the challenges of the instructor and learner challenges. The reflection phase is where the participants analyze the experiences they went through during the designing process. Benefits of evaluation systems in online learning management Due to globalization, there has been an influx of online courses offered by international schools. However, most of these institutions do not offer quality education systems. There is also the presence of fakes who use the internet to offer online course to unaware online learning students. With the help of the evaluation techniques, the online designers are able to put away these counterfeit. Through the evaluation systems, the designers and participants of the implementation of the online system have pointed out the various grounds that affect the online system c ounterfeits. Through online learning system, learners are now using videos to make the learning system more effective. According to research, the brain of humankind is able to capture more details with the help of videos. Online has become more effective especially on the ground of effective communication between the professors and the students. The online learning system is been used by both students and teachers to make their work easier in the education background. Through online the teacher is

Radio Frequency Identification (RFID) technology Essay

Radio Frequency Identification (RFID) technology - Essay Example Understanding the RFID devices and how they work is critical for analyzing privacy issues that surround this technology. The main components of an RFID system are a chip/tag, reader, and database. A reader scans the tag for data and sends the information to a database, which stores the data contained on the tag (Federal Trade Commission 1-54). In the last several years this technology has gained popularity as a way to streamline different supply chain processes in various settings such as distribution centers, retail stores, hospitals and pharmacies (Davis n.pag [a]). RFID equipment vendors have been confident on the technologys adoption, but the consumers are worried that RFID technology can bring in unknown risks and is not cost-effective enough to be installed in a supply chain network. In reality RFID tags can be read much faster than bar codes indicating that RFID’s scanning capability can result in goods moving through the supply chain much faster than they do when bar codes are used. RFID facilitate quicker, more accurate recalls by enabling the tracking of a product’s origin and its location in the distribution chain. According to a survey conducted by the Computing Technology Industry Association (CompTIA), it was found that IT resellers and vendors are all set to add RFID solutions to their portfolios. However, the major problem is from their customers who are reluctant and are slow to embrace the technology. According to the survey, 84% of resellers, solution providers, systems integrators, and consultants are prepared to offer RFID products and solutions in the next three years. About 65.6% of them said their customers are yet to implement RFID solutions. This survey also pointed out that the adoption of this technology has been challenged by equipment and tagging costs, murky and unclear return-on-investment for supply chain applications, and a workforce skills shortage. Though the

Ancient Egyptian Art and Ancient Japanese Art Essay Example for Free

Ancient Egyptian Art and Ancient Japanese Art Essay Ancient Egyptian art during this time was a big time of this civilization. Ancient Egyptian Art usually depict god, goddess and animals, because of their high religious ways. Egytian art is still today recognized as some the most sophisticated works man has ever seen. I chose to works of art to compare and contrast Egyptian and Japanese art. I will start with Egyptian Art first. The Statue of Memi and Sabu Pair is a three dimensional work of art depicting husband and wife standing together These statues was placed in a serdab, the hidden statue chamber found in no royal tomb chapels of the Old Kingdom. This period of art was Egypt most innovative times because of Pyramids and works like this being made. The Egyptians believed that the spirit of the deceased could use such a statue as a home and enter it in order to benefit from gifts of food that were brought to the offering chapel of the tomb (The Metropolitan Museum of Art). The material used Giza Painted Limestone as part of Old Kingdom, Dynasty 4, between 2575–2465 b. c. This goes in with the time of what I discuss early that Egyptians having religious belief they often idealize and symbolize there dead. The pose is unusual because Memi is returning Sabus embrace by draping his arm around her shoulders showing a relationship between the two (The Metropolitan Museum of Art). Second work of art I chose is Ancient Japanese Art. Japanese Ancient Art is one the most dynamic art periods. They were the first to develop pottery. Ancient Japan pottery Go far back as the 11th BC. The work of art I chose to compare and contrast is Storage jar made of earthenware clay unglazed in Middle Jomon period between 2500–1500 B. C. The earthenware food vessel, which came from the Aomori Prefecture in northeastern Japan, is remarkable for the fine quality of its clay and its sophisticated decoration. The cord-marked herringbone pattern was reproduced by cords knotted together and twisted in opposite directions (The Metropolitan Museum of Art). Like the Egyptians they had very detail of work that symbolizes the culture. Japanese use these potteries to store food and eating. The reason for their vast use of pottery was probably so vast because the culture was always on the go at that time. In conclusion both works of both works of art show vast sophistication and symbolize a style based off their culture beliefs and needs. Egyptian Art may have more vast terminology than Japanese Art. Both have made an impact on society today.

Othellos Fainting as a Point of No Return :: Free Essays Online

Othello's Fainting as a Point of No Return In Act IV, Scene 1 of Shakespeare’s Othello, Othello faints when confronted with the possibility that his wife has been unfaithful. Through the past few scenes, Iago, exploiting Othello’s concerns about his race, has performed a delicate act, slowly but surely leading him towards the inevitable conclusion that his wife and Cassio have ‘cuckolded’ him. When Iago finally refers explicitly to Desdemona’s sexual betrayal, Othello can bear it no longer and faints to escape the reality he cannot bear. From the outset, Othello has been uncomfortable in aristocratic Venetian society. He has deep insecurities about his ability to fulfill his role as Desdemona’s husband, both sexually and socially. Othello is elated when he realizes that beautiful young Desdemona is attracted to him since he perceives himself to be unworthy of her love, primarily due to his old age, physical unattractiveness, and most importantly because he is a black Moor. Thus, his realization of his racial identity figures prominently in his mindset. Sexually, he fears being unable to satisfy his wife’s desires; for it would be only natural for her to, having sealed the vows of marriage, seek a companion more like her. For he is â€Å"rude [†¦] in speech, / And little blessed with the soft phrase of peace† (1.3:81-2), most unfit to wed the daughter of the noble senator Brabanzio[1]. Thus, he makes it clear that he prefers the military atmosphere to the aristocratic civilian one. While Othello has thoroughly internalized his concerns regarding his marriage, shrewd Iago is able to perceive and exploit them. Iago’s villainous brilliance is manifest in his ability to take himself into Othello’s confidence. The relationship that develops between the two is of great significance. Iago is most careful to avoid explicitly accusing Desdemona of adultery until the time is right. Instead, he gradually weaves the thought into Othello’s mind so that Othello is able to independently arrive at the same conclusion. While initially Iago exhibits deference and fear of his king, the power dynamic progressively shifts so that the two become almost equal allies in an unholy conspiracy. Othello, at one point, is almost thankful to Iago for revealing to him the truth, declaring that â€Å"I am bound to thee for ever† (3.3:218). Iago reciprocates in the next scene upon being appointed lieutanant, vowing â€Å"I am your own for ever† (3.3:482). Esp ecially in this scene, Iago can be seen as representing Satan himself, inducing good Othello to err thereby securing a vow of loyalty from his servant.

Piaget’s stages of development Essay

Sensory Motor Stage Piaget’s first stage of development is the sensory motor stage. This stage occurs between the birth of the child and the age of two. During this stage, understanding comes from touching, sucking, chewing, and manipulating objects. About nine months after birth, the child develops what is called ‘object permanence’. Object permanence is the awareness that objects and people continue to exist even if they are out of sight. The infants have the ability to build up mental pictures of objects around them, from the knowledge that they have developed on what can be done with the object. Through manipulation, babies accumulate information on themselves and the world that lead to the slight understanding of how one thing can cause or affect another, and begins to develop simple ideas about time and space. An example of this would be that a baby can realize that if they cry when they are hungry, the mother will attend to them (Fleck, 1975, p. 3). Preoperational Stage Piaget’s second stage of development was the preoperational stage. The preoperational stage of development occurs between the ages of two to seven years. During this stage, children’s though processes are developing. There is a development of language and use of symbols. Children still use egocentric thought, meaning that they view the world entirely from his or her own perspective. ‘Animism’ is also a characteristic of the preoperational stage. This is when a person has the belief that everything that exists has some kind of consciousness. An example of this would be that a child would believe the sink isn’t turning on because it is sick or that the water will be hot because it’s angry. A child at this stage of development appears to view his social relationships and the physical reality egocentrically. This means that they view the world with a marked tendency to evaluate interaction with others in terms of its contribution to their own experience of satisfaction. So moral realism is an aspect of this stage because children think that their thoughts on the difference between right and wrong are shared by everyone else around them. (Appel, 1977, p. 4). Concrete Operational Stage Piaget’s third stage of development is the concrete operational stage. The  concrete operational stage of development occurs in children between the ages of seven and twelve. Before the beginning of this stage, children’s ideas about different objects are formed and dominated by their appearance. An example of this is that they believe there are less toys when they are all piled up rather than spread out across the floor because it takes up more space on the ground. During this stage, the thought process becomes more rational, mature, adult-like, and operational. Children in this stage of development lose their egocentric frame of thought and begin to think logically. This especially is true for the child’s ability to develop logical thought about an object that they are able to physically manipulate. These children have difficulty understanding abstract, hypothetical questions. Children at the concrete-operational level would be expected to draw on the experie nces of others in evaluating their environment, giving more realistic and natural. (Koocher, 1973, p. 2). Formal Operations Stage Piaget’s last stage of development is the formal operational stage. The formal operational stage of development begins at the age of around eleven or twelve and is fully achieved by the age of fifteen and taken throughout the rest of adulthood. The structures of development become the more abstract, logically organized system of adult intelligence. There are two major characteristics of formal operational thought including ‘hypothetic-deductive reasoning’ and ‘propositional reasoning’. Hypothetic-deductive reasoning means that when faced with a problem, the person is able to come up with a general summary of all the possible factors that might affect the outcome, and the different outcomes possible. Propositional reasoning means that adolescents can focus on verbal assertions and evaluate their logical validity without making reference to real-world circumstances. In concrete operational development, children can only evaluate the logic of statements based off of concrete evidence. Formal operational development brings critical, theoretical, and problem-solving types of thought that gives them much more thought and understanding than they had in the past. (Koocher, 1973, p. 8). â€Å"Are we forming children who are only capable of learning what is already known? Or should we try to develop creative and innovative minds, capable of  discovery from the preschool age on, throughout life?† –Jean Piaget On August 9, 1896, developmental psychologist and philosopher Jean Piaget was born. Jean was the first psychologist to make a systematic study of cognitive development. His contributions include a theory of cognitive child development, detailed observational studies of cognition in children, and a series of simple but ingenious tests to reveal different cognitive abilities. Before Piaget’s work, the common assumption in psychology was that children are merely less competent thinkers than adults which he disproved showing the strikingly different ways children think in comparison to adults. Piaget’s theories of child development continue to be studied in the field of education. His theory differs from others in several ways. For one, it is concerned with children, rather than all learners. It also focuses on development rather than learning so it does not address learning of information or specific behaviors. It proposes discrete stages of development marked by qualitative differences, rather than a gradual increase in number and complexity of behaviors, concepts, and ideas.