Jackson Pollock Exhibition New York Essay Example | Topics and Well Written Essays - 750 words

Jackson Pollock Exhibition New York - Essay Example The paper "Jackson Pollock Exhibition New York" focuses on the artworks of Jackson Pollock. The art was first exhibited, in Sidney Janis Gallery, during Pollock’s solo exhibition, in November of 1952. The date of the painting has been mistaken frequently being given as 1953. The creation of the blue poles attracted much attention. creation of the blue poles attracted much attention. The artist has made painting over other existing paintings, and the other paints were just covered up. It seems Pollock began painting canvases that were spread on the floor. The un-stretched canvas was then stretched on the wall, after the first layer of paint was dry, by tacking it along the top edge to a beam, which stretched across the wall where more paint was added. The canvas was then left unattended to, for a period. The blue paint that run through the thick ridges of the existing paint layers was visible after the second painting is done. This is an indication that they were quite dry by t hat time. Pollock was the first painter to pour paint rather that use brushes and palette. â€Å"Action† is the only image Pollock painted. This image, however, seemed inadequate for his creative process. This is in relation to his earlier works. Lavender Mist is three meters long (nearly 10 ft). It is also a massive expanse on a heroic scale. It is decorated with colored scribble, spattered lines that cross its entire surface but now thickening, and trailing off to a slender skein. Its eye is constantly eager.

Crim 101 Notes Essay Example for Free

Crim 101 Notes Essay What is criminology? A social science studying crime and related phenomenon such as law making, criminal behavior, victimization and punishment Discipline of criminology is a recent development Most ideas and concepts we now have about crime and criminals emerged over last 2 or 3 centuries Modern criminology is multi-disciplinary (inter-disciplinary) Influenced by sociology, psychology, and biology The fascination with crime Crime is popular topic for newspapers, TV shows , books and movies There is little relationship between crime news and actual amount of crimes Media focus primarily on violent crimes, even though such crimes forms only smart part of all criminal activity Appears as though police solve more crimes and arrest more cirminals than they do in reality The appeal of crime stories and crime news Crime related stories are often dramatic and lurid Deal with moral questions of good vs evil Criminals appear in stories as insane or dangerous psychopaths Stories happen in short time span- between newscasts or newspaper editions Easy for the public to understand Felson’s 10 fallacies about crime Book 1. the dramatic Fallacy o keep ratings high, media seek strange/violent incidents to report/create dramas around murder makes up less than 1% of all crime, yet from watching TV or reading the papers, it seems like a commonplace events seems that most murders are well-planned, grisly affairs, or they happen solely by random chance in fact, most murders start as arguments that escalate into violence most crimes are relatively minor property crimes Actus Reus: a real event, in which somebody has committed or failed to commit an act b. Men Rea: criminal intent; you must have the intent to commit the act c. No legal defense or justification d. Must be contrary to a provision of criminal law Crime as normative violation pictures Mala in Se Mala in se: â€Å"something bad or evil in itself† Laws that criminalize acts most societies and cultures agree are inherently wrong, e. g. , murder and incest Mala Prohibita Mala prohibita: something that is deemed to be wrong or criminal only because it is prohibited Acts where there might be considerable disagreement from society to society re: their legality Concensus vs. conflicy * consensus| * conflict| * Society as a functional organism| * Society and social transformation rooted in social conflict| * Norms/expectations based on shared values/interests| * Society not organic or natural. But forced upon us| * Those who are different (e. g. ,criminals) are deemed to be abnormal| * Society/laws based on values and interests of those with the power|

Essay --

Sastra merupakan suatu bentuk karya yang tertulis dengan makna dan tujuan tertentu dari pengarangnya. Karya sastra bervariasi bentuknya, ada yang pendek ada yang panjang, ada yang terikat aturan ada yang bebas. Karya sastra tertulis dibuat untuk merekam kejadian yang terjadi pada saat itu di masa lampau. Seiring dengan perkembangan jaman, makna sastra berkembang dan jenisnya pun beragam. Puisi adalah salah satu cara para penyair untuk mendeskripsikan kondisi sosial pada suatu masa atau era. Sejak dahulu Indonesia sudah terkenal dengan karya-karya sastra yang berbentuk pantun, sajak, gurindam, mantera, syair dan lain sebagainya. Karya-karya ini digunakan untuk berbagai macam kejadian seperti pernikahan, kematian dan acara sosial lainnya. Seiring dengan perkembangan jaman, berkembanglah pula karya-karya sastra tersebut dan muncullah jenis-jenis puisi baru. Puisi-puisi baru tersebut juga digunakan sebagai salah satu bentuk ekspresi dari seorang sastrawan untuk mengungkapkan perasaan dan pendapat terhadap kondisi sosial yang berlaku di masyarakat. Baik berupa pujian maupun berupa sindiran atau protes. Karya sastra merupakan potret sejarah yang mencerminkan kondisi sosial masyarakat, politik, ekonomi dan budaya yang terjadi pada saat itu. Puisi yang akan dibahas dibuat pada tahun 1978 pada masa awal pemerintahan Soeharto setelah kesekian kalinya. W.S. Rendra membuat puisi â€Å"mata-mata† dengan suatu tujuan untuk memprotes sekaligus merefleksikan kondisi sosial masyarakat Indonesia berdasarkan pengalaman pribadinya hidup di jaman itu. Puisi yang akan dibahas ini adalah sebuah puisi yang berjudul â€Å"mata-mata† karya WS. Rendra. Beliau adalah salah satu penyair terhebat dan paling dikenang di Indonesia sepanjang masa. Bentuk puisi â€Å"mata-... ...si ini ditulis. Sehingga hasil interpretasi bisa menjadi tepat dengan adanya dukungan dari sejarah dan kejadian nyata. 1.4.1 Metode Pengumpulan Data 1.4.1.1 Sumber Primer 1.4.1.2 Sumber Sekunder Sumber sekunder dapat didapatkan dan dikumpulkan melalui puisi ini sendiri, buku dan situs-situs Internet. Informasi yang akan digunakan akan diseleksi dan dipilih secara seksama sehingga informasi yang didapatkan relevan dan terpecaya. Esai ini bertujuan untuk menganalisa dan mengupas tuntas sebuah puisi yang berjudul â€Å"mata – mata† karya WS. Rendra untuk menjawab sebuah pertanyaan â€Å"bagaimana puisi â€Å"mata – mata† dapat menunjukkan kondisi sosial Indonesia? Dengan cara menganalisa dan mengupas tuntas dengan berbagai teknik dan teori, maka arti dan tujuan dari puisi itu sendiri seakan-akan dapat diperjelas dan lebih nampak agar lebih mudah untuk dimengerti oleh semua orang.

Unit 302

UNIT 302 POLICIES AND PROCEDURES INTRODUCTION I will be showing my knowledge and understanding of why schools have policies and procedures. I will also show a brief summary of 4 different policies. 5. 1 Explain why schools have policies and procedures. Policies and procedures are in schools because it establishes rules and regulations to guide acceptable behaviour and it ensures that the schools environment is a safe place for students, teachers and all staff. Schools policies also create a productive learning environment. The policies should also promote to respect for others and the importance of self discipline.It also shows the intolerance of bulling, harassment and shows the difference between right and wrong. Schools policies are also enforced to demonstrate to all pupils and staff what is acceptable or not in conduct of behaviour and discipline. The procedures are there also to protect all pupils and staff when situations may occur, abuse, threatening behaviour and violence. T his will demonstrate the protocol to follow to ensure that everyone involved is treated fairly and none judgementally and the right outcome is achieved.All policies and procedures are in situ to ensure that everyone involved or who attends the school know and understand the expectations. That everyone is dealing with situations in the right manner to ensure the protection of all staff and pupils. Policies and procedures are clear and concise that they are also a legal requirement within the school environment. There are many policies in a school environment which could be child protection, Health and Safety, confidentiality Anti-bulling and Harassment. These policies are in place to make sure that all members of staff and pupils feel safe and secure in the school environment.The policies are all on the Kettering Science Academy schools website for all staff and parents to have available at their own convenience to read. Also the school staff handbook is on the schools website, or th e book is in the school’s main office. The schools website is updated on a regular basis. The schools policies and procedures are reviewed and updated too within the legal requirements. This enables the parents to view and understand the construction of the schools expectations at all times. 5. 3 Evaluate how schools policies are developed and communicated both with and outside the schoolThe schools policies are developed in conjunction with the governors depending on the policy, sometimes using the senior management and teaching staff input. All policies are revised and updated on a regular basis. The Head teacher is responsible for â€Å"the internal organisation, management and control of the school. Also for advising on implementing the governing bodies strategic framework. In particular head teachers need to formulate aims and objectives, policies and targets for the governing body to consider†.Policies regarding the school’s curriculum may be written by th e subject coordinator then agreed at the staff meeting. All staff may contribute to the behaviour policy in the school. When all policies have been drawn up and agreed on by the governing body they will be put on to the schools website for all staff and outside bodies to read. These policies are also on the schools prospectus to give future parents of pupils the aims and values that the school can offer to their child for the learning and development within the school.As the policies are updated regularly and are also available on the website all the time this is the best format to communicate to parents and anyone else to view. CONCLUSION Policies and procedures are very important because they help a school establish rules, to create standards of high quality for learning. It also reflects the safety of all staff, pupils as well as expectations of all that attend and work within the school. They enhance the structure and function of a school which is necessary to provide the educat ional needs of the students.These also ensure that all staff to know the protocol to follow for whatever incident that they may come across. Ultimately policies and procedures are necessary for the success and safety of all in the school environment. They are also there to maintain the high quality of pupils receiving the most productive education they would encounter. Also it guides the management of the structure of a school to be maintained and to be at the highest quality to help a strong leadership in the school. Reference Burnham, Louise, (2010) Support Teaching and Learning in Schools, Heinemann.

Buckland Review

Abstract Information Is a broad term that encompasses a wide variety of sources. In â€Å"Information as Thing†, Backhand attempts to define Information by breaking It down into information-as-process, information-as-knowledge, and information-as-thing. As he went on into tangibility versus intangibility, I saw a mere glimpse of the complexity behind it all but what really got me thinking was the discussion of what is usually thought of to be informative.The field of information sciences restricts information to consist strictly of data, documents and text, when in reality, like Backhand said, objects and events quite possibly could provide more Information. Luckily, there are changes being made In order to see that artifacts and objects can be seen as documents. Another viewpoint introduced was the fact that anything could have the capacity to be informational, as long as someone wanted it to be. Furthermore, not all things seen as informative are going to be utilized.Backhan d has opened my eyes to a new world where information is not Just a term that is uncomplicated but is elaborate. An uncommon Approach Information is a broad but loaded term. With that said, it is awfully hard to pinpoint its exact meaning. Many uncommon but noteworthy viewpoints were discussed in Michael Backhand's â€Å"Information as Thing†. This enlightening article presents a refreshing new twist on the way the word â€Å"information† is defined. For me, personally, Information has always been a term that has been Incredibly simple and straightforward.It was something self explanatory?no further explanation required. Because Backhand's perspective is so drastically different to what I'm familiar with, I had to read this piece several times before I could even begin to empowered it. Before I could even grasp all the material covered in this article, I knew I was in for a bumpy ride. It quickly became clear to me that information was exceedingly more complicated than I perceived It to be. As I was skimming through the article for the first time, I wondered what approach Backhand would take to define this term. Laming the word â€Å"Information† to be ambiguous, Backhand decided to break it down into three distinguishable parts: information-as-process, information-as-knowledge, and information-as-thing. Moreover, he then separated them into tangible versus intangible, where information-as-process and information-as-knowledge are categorized as intangible, as opposed to Information-as-thing, which falls under the category of tangible. Since this was all still very foreign to me, my brain was feeling a little overwhelmed.I would have never have expected there to be so much gray area within information and information sciences. When I think of sources of information, the typical few immediately come to mind ?TV, books, and websites. As Backhand begins to introduce the various types of information, data, texts, and documents are among the fir st elements to be touched upon. While reading this, I was completely satisfied with those three resources. Topic. To my utter surprise, this was certainly not the case. Instead, my eyes settled on another italicized word that appeared at the break of the paragraph. Objects†, the paper stated. I was puzzled by this label and questioned Backhand's ideas but soon came to the realization that he was spot on. Objects are definitely a great source of information?some may even argue that they are more informative than ATA, texts, or documents?but are frequently overlooked in the world of information studies. As I mulled over the thought some more, a certain object made its way into my mind. My charm bracelet, something I wear everyday, undeniably allows others to peer into the life of Chelsea Chin. Each charm is highly symbolic and reveals a little snippet about me.In my opinion, if a poll was taken about types of information, I'm sure the majority of people would have responded with at least one, if not all, of the big three, but if they were given the time to actually think about it and then given n follow-up assignment, I am confident that most people would have a list with the word â€Å"object† nested somewhere in there. With regards to the way the field of information science has fixated their time on data, text, and documents while ignoring objects, it is definitely difficult to hear but pleasant to see Outlet and the documentation movement giving it more attention.As I think the section is starting to wrap up, I am shocked yet again as I come across another italicized word: Events. Backhand brings up an excellent point when he refers to events as â€Å"informative henchmen†. There is no doubt that events are informative?they are Just harder to represent because they are fleeting. Backhand has come to the conclusion that â€Å"we are unable to say confidently of anything that it could not be information† (Backhand, 1991). The stateme nt is valid but something Vive never really thought about. As we dive deeper into the article, it becomes apparent that there is really no solution to this problem.Take a desk for example. It is something that is often seen simply Just as a piece of furniture? nothing more, nothing less. If one really wanted to though, this desk could provide all sorts of information. It has the ability to imply that one was a student or held a job. Furthermore, the quality of the desk could also be something to look out for when examining the item if one is writing a review for the company that made it. From this example, it is easy to see that anything can be qualified as informational if placed into the correct situation, which is exactly the point Backhand is trying to get at.Sometimes people believe things are informational even when it is not assured hat people will utilize that thing. Just like the telephone book mentioned by Backhand, the terms of agreement is plenty informational, but no on e really takes the time to read through that novel. Information has always been very black and white to me. Reading this article, however, has allowed me to see information in a different light. Backhand made an exceptional attempt to define the word â€Å"information† by dividing it further into three separate sections.Comparing his definition to mine, it is easy to see that my view was elementary and extremely transparent while his was well thought out and intricate. His arguments have really provoked a considerable amount thought in me: documents, data, and text are not the only resources that provide information. Objects and events are equally as informational, if not more so. Everything has to the Backhand made some really great points that have given me a newfound appreciation for the field of information studies. References Backhand, M. (1991). Information as Thing. Journal of the American Society for Information science, 42(5), 351-360.

Free Essays on Proctor & Gamble Case Study

Background Proctor & Gamble (P&G) is one of the world’s largest manufacturers of a wide array of products, including many household grocery items – antiperspirants, baby care, household cleaners, skin care, fabric care, food & beverages, laundry, etc. At the end of 2001, P&G had net sales of over $39.2 billion1. P&G is known as a dominant, aggressive developer and marketer of high-quality consumer goods. Their stock prices have returned almost 500% return in the last decade alone.2 They have been in business for over 150 years. Early on, the P&G growth strategy was isolated in three main areas – acquisitions, developing new product brands (as well as further developing existing brands), and globalization. Because of a law-suit in 1957 regarding acquisitions, P&G was forced to focus on new branding and international expansion over the next twenty years3. Focusing on the international aspect of business, P&G aggressively expanded their domestic household products by merely duplicating the U.S. products and marketing them into global markets. From 1953 to 1985, P&G went from an International portfolio of zero to $4 billion. Ed Artzt, the president of P&G International, refined their products by actually tailoring them to each individual global market. This refinement of marketing enabled P&G to jump to $15 billion in International sales by 1993. Ed Artzt became the CEO of P&G in 19904. Regarding the development of existing and new brands, P Food/Beverage; Paper; Soap; and Special Products (i.e. chemicals). Within each sector were product categories. Each category was then in charge of a group of brands. Interestingly, in the 1980’s P&G, as well as other manufacturers, grew to accept the ‘forward buying’ of promoted merchandise. By the mid 1980’s, the industry stocked a 3 month supply of many brands5. This was obviously a tremendous disadvantag... Free Essays on Proctor & Gamble Case Study Free Essays on Proctor & Gamble Case Study Background Proctor & Gamble (P&G) is one of the world’s largest manufacturers of a wide array of products, including many household grocery items – antiperspirants, baby care, household cleaners, skin care, fabric care, food & beverages, laundry, etc. At the end of 2001, P&G had net sales of over $39.2 billion1. P&G is known as a dominant, aggressive developer and marketer of high-quality consumer goods. Their stock prices have returned almost 500% return in the last decade alone.2 They have been in business for over 150 years. Early on, the P&G growth strategy was isolated in three main areas – acquisitions, developing new product brands (as well as further developing existing brands), and globalization. Because of a law-suit in 1957 regarding acquisitions, P&G was forced to focus on new branding and international expansion over the next twenty years3. Focusing on the international aspect of business, P&G aggressively expanded their domestic household products by merely duplicating the U.S. products and marketing them into global markets. From 1953 to 1985, P&G went from an International portfolio of zero to $4 billion. Ed Artzt, the president of P&G International, refined their products by actually tailoring them to each individual global market. This refinement of marketing enabled P&G to jump to $15 billion in International sales by 1993. Ed Artzt became the CEO of P&G in 19904. Regarding the development of existing and new brands, P Food/Beverage; Paper; Soap; and Special Products (i.e. chemicals). Within each sector were product categories. Each category was then in charge of a group of brands. Interestingly, in the 1980’s P&G, as well as other manufacturers, grew to accept the ‘forward buying’ of promoted merchandise. By the mid 1980’s, the industry stocked a 3 month supply of many brands5. This was obviously a tremendous disadvantag...

We need others in order to learn about ourselves. Essays

We need others in order to learn about ourselves. Essays We need others in order to learn about ourselves. Through symbols and language people come to know their self image . We learn through people's reactions and perceptions of us. With those reactions we learn the feelings pride and shame. Through the "looking-glass self" (Cooley) there is a process you go through. First, you must put yourself in another's shoes and view yourself through their perspective. While viewing yourself through their perspective we imagine their judgement of us. With that judgement we feel pride or shame and sometimes adjust. "Each to each a looking-glass Reflects the other that doth pass" (Cooley, 1922: 184). Each individual we come in contact with in a day we are looking glasses to one another. While you're figuring out their perspective of you, they are trying to know your perspective of them. With this mindset people have come to value the things others value simply because others value it. In every social setting, we behave in the manner we think the others around us would expect us to. We need others reactions and perceptions to know ourselves.