The United States And The Civil War - 1064 Words

Succeeding from certain countries is often a common solution that many would agree on in order to avoid problems within a nation. A war that includes this action is the civil war. After several disagreements of lifestyle, the South had succeeded from the United States of America. However, Abraham Lincoln’s initial goal was to keep the Union as a whole, as he continuously worked on achieving this goal. There are many accountable reasons for the Civil War, but the disagreement on slave vs. free states and the election of 1860 were the two main causes to the succeeding of the south. Slavery had always been a big issue in the 19th century. The south believed that slavery was essential for the development of the southern economy. As seen in document one, there is a strong controversy about the rights of slaves. Northerners had stated that they, â€Å"deny the authority of Congress, of a territorial legislature, or of any individuals, to give legal existence to slavery in any terri tory of the United States.† (Document 1). Southerners, on the other hand, believed that, â€Å"all citizens of the United States have an equal right to settle with their property in the Territory, without their rights, either of person or property, being...impaired...† (Document 1). The ongoing quarrel on the rights of slavery leads to continuous tension between the two divisions of the country. The North, which depends strictly on manufacturing and industrial factories, disapproves of the usage of slaveryShow MoreRelatedThe Civil War : The United States1622 Words   |  7 PagesThe Civil War divided the United States with its’ origin in the struggle to preserve the Union from the Confederacy’s succession. A war to maintain the United States quickly progressed to battles fought because of the controversial beliefs on slavery in the North and South. In the coming of the Civil War there were questions and confusion that many Americans were faced with in the words of the South’s succession. During the war, families were torn due to the men lost to the Union or Confederate causesRead MoreThe United States Civil War918 Words   |  4 PagesThe United States civil war is thought of as what determined what kind of country we would be today. The U.S. civil war, otherwise known as the war of the states, began on April 12, 1861, and lasted until 1865. It consisted of the North (the Union) or the â€Å"free states†, against the South (the confederates) the slave states. When Abraham Lincoln became president in 1860 he made promises of free territories, which caused a division between men who owned slaves and men who agreed with Lincoln. SlavesRead MoreUnited States And The Civil War1668 Words   |  7 PagesUS Civil War United States of America was formed as a result of the revolution that continued from 1776 to 1783. After that, United States was divided into two wings/ parts that are the southern and the northern parts. Then conflict between the two aroused because the northern and the southern societies were totally different of each other in terms of economic structure, social class, politics and other social matters especially slavery. The civil war, that started in 1861 and ended in 1865, wasRead MoreThe Civil War : The United States909 Words   |  4 PagesThe Civil War was one of the most pivotal and significant moments in the history of the United States of America. Therefore, its impact of the Civil War was tremendous, and in many ways has shaped the way the United States has evolved into the present. The Civil War brought lots of beneficial changes to America including economic, agriculture, military, and people’s lives. During the Civil War, women stepped out of their domestic do mains to help or support their husbands in the field, or other soldiersRead MoreThe Civil War Of The United States1605 Words   |  7 PagesThe Civil War of the United States was a major and influential event in the history of our country. The Civil War shaped our nation and how we think of liberty in general. Such a big event in our antiquity must have been caused by a series of dominant events. However, a War of this size has many effects to go along with it. The most common effect thought of is the freedom of slaves, however, the Civil War was not just a war fought for freedom. One major cause of the Civil War was the issue of slaveryRead MoreThe Civil War Of The United States1561 Words   |  7 PagesCivil War Slaves Freedom can be defined as, â€Å"the power or right to act, speak, or think as one wants without hindrance or restraint†. (Definition) Everyone in the United States of America is entitled to this basic human right, presented to us by our founding fathers, though it was not always that simple. Even though it was in the Constitution, many people living before the mid 18th century in the United States were not extended this right, due to their nationality or lack of fortune. Someone lackingRead MoreThe United States And The Civil War920 Words   |  4 Pagesknown in the United States as simply the Civil War as well as other sectional names, was a civil war fought from 1861 to 1865 to determine the survival of the Union or independence for the Confederacy. Among the 34 states in January 1861, seven Southern slave states individually declared their secession from the United States and formed the Confederate States of America. The Confederacy, often simply called the South, grew t o include eleven states, and although they claimed thirteen states and additionalRead MoreThe Civil War Of The United States1233 Words   |  5 Pages â€Å"Blundering Generation† Division among a population for opposing goals wasn t a new concept brought to light by the Civil War. Almost one hundred years prior to the Civil War, inhabitants of the thirteen colonies fought against each other towards their differing support for their wages of unity. Patriots fought Loyalists for coalition of the colonies, and likewise Northerners now fought Southerners for the preservation of the Union. The imminent breakup of the Union, likewise to the dissolutionRead MoreThe Civil War Of The United States1440 Words   |  6 Pages The Civil War was one of the most deadly wars the United States ever fought it was fought between the North and South and to this day still leaves a big mark on the history of the United States. Though the Civil War seemed to be clear cut on what happened during the conflict its cause is to this day seemingly undecided. Was it the simple piece of legislature called the Kansas-Nebraska act that started it or the election of the United States president Abraham Lincoln that caused the turmoil? EitherRead MoreThe Civil War Of The United States1082 Words   |  5 Pagesof the United States was the Civil War. The Civil War is often remembered as the war to end slavery. While that did play a part of the Civil War the larger issue at hand was the annihilation of the United States of America. The Confederate States of America wanted to break away from the United States and form their own country. The Confederate States of America, or more commonly known as the Confederacy, was formed by seven slave states located in the southern region of the United States. The economy

Social Media Evidence Of Government Investigations And...

http://jolt.richmond.edu/index.php/social-media-evidence-in-government-investigations-and-criminal-proceedings-a-frontier-of-new-legal-issues/ d. Search Google, looking for information about Facebook acting unethical in a non-US location. Look at 3 different links, give them here. What potential issues do you learn from these links? List them. In the first URL Facebook is being investigated to assess whether an experiment in which it manipulated users news feeds to study the effect it had on moods might have broken data protection laws, it has been reported. In the next URL a new paper in the Proceedings of the National Academy of Sciences reveals that Facebook intentionally manipulated the news feeds of almost 700,000 users in order to study â€Å"emotional contagion through social networks.† In the last URL a company name Ello’s policy states that the practice of collecting and selling personal data and mapping your social connections for profit â€Å"is both creepy and unethical.† http://www.huffingtonpost.co.uk/2014/07/02/facebook-experiment-uk_n_5550262.html http://www.slate.com/articles/health_and_science/science/2014/06/facebook_unethical_experiment_it_made_news_feeds_happier_or_sadder_to_manipulate.html http://www.japantimes.co.jp/news/2014/10/25/business/tech/anti-facebook-social-network-gets-fresh-funding/ E. By what standard(s) would you determine whether Facebook’s actions with regards to developing and launching new products/services in the US were right orShow MoreRelatedSocial Medi The New Frontier Of Criminal Proceedings1750 Words   |  7 PagesSocial Media Social media is moving rapidly towards pervasive connectivity that will have an impact on how digital search warrants should be granted. The majority of Americans on a daily basis utilize social media and the vast amount of the exchanged information is beyond measurable. Due to overwhelming social media usage, there is heightened concern among the public over what can be accessed by law enforcement officials and what should be the scope of their search warrants. Despite such concernsRead MoreJuvenile Crime Issues in Today’s Criminal Justice System18893 Words   |  76 Pagespart 5 Special Issues ISSUES FOR THE FUTURE The accused has these common law, constitutional, statutory, and humanitarian rights that may be threatened by technological advances and other developments:  ©  ©  ©  © chapter 15 Juvenile Justice chapter 16 Drugs and Crime chapter 17 Terrorism and Multinational Criminal Justice chapter 18 The Future of Criminal Justice These individual rights must be effectively balanced against these present and emerging community concerns: Widespread drug abuse amongRead MoreAmerican Civil Rights Movement Essay15820 Words   |  64 Pagesmovement (1950s) blacks were denied access to public places such as restaurants, hotels, theaters, and schools. There were separate facilities marked colored only, which was sanctioned by the courts. 1896 The Supreme Court: â€Å"Racial segregation was legal as long as separate but equal† 1954 The Supreme Court ruled that maintaining separate but equal schools for blacks and whites was unconstitutional. CIVIL RIGHTS MOVEMENT (1950s –1960s). Goals: desegregation, fair housing, equal employmentRead MoreConsumers Laws Essays14341 Words   |  58 Pagesin constitutional law and jurisprudence. Currently he is with Az Zaman, Advocates and Legal Consultants, Islamabad. He also sits on the Advisory Board of the Consumer Rights Commission of Pakistan. Abrar Hafeez Abrar Hafeez received his bachelor degree in Law from Punjab University. He specializes in constitutional and regulatory laws. He frequently writes on the issues of civil liberties, constitutional issues and consumer concerns. Currently he is working as Secretary-general of Consumer RightsRead MoreProject Report on Awerness of Consumer Protection Act14651 Words   |  59 Pagesknowledge that a consumer should have about his/her legal rights and duties. It is must for a consumer to follow these rights. It is implemented for the protection of the consumer, so that the consumer is not exploited by the seller of the products. In the context of a democratic form of government, which depends for its sustenance upon the enlightenment of the populace, awareness is at once a social and political necessity. Today the frontiers of knowledge are enlarging with incredible swiftnessRead MoreEthical and Social Issues in Information Systems20165 Words   |  81 PagesChapter 4 Ethical and Social Issues in Information Systems LEARNING OBJECTIVES After reading this chapter, you will be able to: 1. Analyze the relationships among ethical, social, and political issues that are raised by information systems. 2. Identify the main moral dimensions of an information society and specific principles for conduct that can be used to guide ethical decisions. 3. Evaluate the impact of contemporary information systems and the Internet on the protection of individualRead MoreHow to Safeguard the Well-Being of Children and Young People6459 Words   |  26 Pagess directors with responsibility for local authority education and children s social services. ~lead councillors for children s services with political responsibility for local child welfare ~ the establishment of Local Safeguarding Children s Boards with statutory powers to ensure that social services, the NHS, education services, the police and other services work together to protect vulnerable children ~a new Common Assessment Framework to assist agencies in identifying welfare needs ~revisedRead MoreFuture Information Security Trends17051 Words   |  69 Pagesprovide rigorous and systematic foreseeing knowledge for the implementation of the Finnish National Information Security Strategy (kansallinen tietoturvastrategia). The aim of the project was to study near-future information security issues that are related to, for example, new technologies, services, and business models. Our approach combines perspectives from different disciplines in order to better address the complexity of the focus area. We identified relevant future information security trends especiallyRead MoreNational Security Outline Essay40741 Words   |  163 PagesDoctrine? 82 STANDING 83 JNM, SOLVING THE WAR PUZZLE, September 11th Its Aftermath: Terrorism, Afghanistan, The Iraq War 84 Incentive Theory Terrorism 84 Low Intensity Conflict and the International Legal System, JNM 89 Recommendations for Strengthening the International Legal System to Deal More Effectively with Low-Intensity Aggression 90 THE RULE OF LAW IN NAT’L SECURITY AFFAIRS: In repealing the war powers resloution, Robert F. Turner 91 U.N. 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Introduction to Culture and Imperialism Free Essays

Introduction to Culture and Imperialism Edward Said Culture is one of the things that elude an accurate definition. Some of the various well-known definitions are cited by Said in his various works. For instance: â€Å"Culture is the learned, accumulated experience of the communities, and it consists of socially transmitted patterns of behavior. We will write a custom essay sample on Introduction to Culture and Imperialism or any similar topic only for you Order Now † The final analysis of definition boils down to â€Å"socially transmitted patterns of behavior†, and makes more sense, though like other definitions, it too cannot be taken as exact and conclusive. Said also cites anthropologist Clifford Greety’s definition, An ordered system of meanings and symbols in terms of which social interaction takes place, and social system is the pattern of social interaction itself. † This definition too, has partial relevance to what culture amounts to. Said seems more in agreement with Matthew Arnold who regards culture as, â€Å"each society’s reservoir of the best that has been known and thought†. Edward Said’s entire professional life was devoted to the teaching of literature. As his critical outlook was influenced by his colonial social background, he could not help looking for imperialistic implications in literature. Imperialism too does not lend itself to a complete conclusive definition, though it is more easily comprehensible than the word culture. For a meaningful discussion, Solomon Modell’s definition of imperialism makes a good promise. He says, â€Å"Imperialism is a policy of extending a country’s power beyond its own borders for the purpose of exploiting other lands and other people by establishing economic, social and political control over them. † Said gives an updated version of Modell’s definition in the following words† Imperialism means the practice, the theory and the attitude of a dominating metropolitan centre that rules a distant territory. † It is obvious that the interaction in imperialism takes place between the dominating and dominated nation. That interaction never develops in friendship, because of distrust and contempt on either side. The dominated nation never accepts the ideology and attitude of dominating nation. The best examp le is the Indo-Pak Sub-Continent, for instance, about 200 years of British rule could not bring friendship between Indians and British government. Literature not doubt is the mirror of culture. Said deplores the general attitude of the critics and readers who never care to look at the cultural aspects of the works of fiction, like the works of Carlyle, Ruskin or Even Dickens. On the other hand, he admires Conrad’s persistence as he forecasts the unstoppable unrest and misrule of the Latin American republics and singles out North America’s particular way of influencing conditions in a decisive, yet barely visible way. He praised â€Å"The Heart of Darkness† by Conrad. Speaking of the interaction between imperialistic regime and colonized nation, he conceives culture as a protective enclosure where imperialist should stop to check his politics before he enters the door. â€Å"I found it a challenge not to see culture in this way†, says Edward Said. Since the culture includes ideology and attitudes of a nation, any effort on the part of imperialist to subdue the culture of a nation invokes violent resistances. Palestine, Kashmir and Iraq are apt illustrations of the resistance, which results in blood acts of fighting and terrorism. Education, is the field, through which imperialist finds easiest access to the culture of the subjugated nation. As most of the third world countries are backward in education, imperialists launch so-called programs for educational development, to achieve their goal. British did this by setting up state-governed schools and colleges, the curriculum was designed to produce minor officials in cheap English dress, speaking shaky English. Introduction to culture and imperialism is an accurate appraisal of current world scenario around us. It is a warning for people of the world against imperialistic approach of US. Cold War has made US the sole power, being unprecedented. During the Cold War, US had to contribute for the socio-economic development of the third world countries. Its attitude was soft and plaint. It had to respect the mandate of the UNO. In the case of US aggression, the victim state could invoke the intervention of USSR, which US could afford to ignore. With the engineered fall of USSR, US emerged as the self-appointed lord of the world. Muslim militants groups were created, trained, organized and financed to cause the fall of USSR. These groups were made to believe that it was the war between Islam and communism. Heavy consignments of sophisticated arms were supplied to those warriors. Pakistan also had to pay a heavy price by playing a major part in the downfall of USSR. Islam came to be the next target of the sole Super Power of the world, as a potential challenge in the years to come. The oil-rich Iraq has already been laid waist in the ruthless hunt of WMDs. Afghanistan that spearheaded the war against communism, is now main target in the hunt of Osama. But the power-drunk Super Power does not bother about justifications for whatever it does, so long as it remains at the top. UNO is also helpless in this regard. US adopted the preemption policy. Even terrorism is the exclusive prorogation of the sole Super Power. The prorogation includes defining nuclear proliferation, and therefore Iran is presently on the hit list, whereas Pakistan likely to be the next target, gets an occasional growl from US administration. During 19th century immense power was concentrated in Britain and France as a result of industrialization. It was unprecedented and more formidable than power of Rome, Baghdad, Spain and Constantinople. In the later years, US also came up with Britain and France and that was peak of West domination. The rise was so fast that rate of acquisition of foreign territory had risen up to 247,000 square miles per year in 1914. During this time, US was forwarded as an empire. After annexation of North American territory, Plans were set afoot through intervention to Philippines, the Caribbean, Central America, the Middle East, Vietnam and Korea. Edward Said clearly labels as Imperialism whatever US is doing around the world. He says, â€Å"The goal of the US policy is to bring a world increasingly subject to the rule of law, and it is the United States, which organizes the peace and defines the law. United States imposes the international interests by setting the ground rules for economic development and military development across the planet. † Edward Said pins his hopes on a gradual development of awareness, culminating in a formidable, well-organized resistance that would eventually force US to think wise before meddling with sovereignty of other states, but this solution depends upon the numbers of factors which may or may not come together and it may take ages before they come. How to cite Introduction to Culture and Imperialism, Essay examples

Judging by the Cover free essay sample

Judging by the Cover,† is an essay written in 2003 by Bonny Gainley who is a consultant, speaker, and author. It originally appeared in an opinion column in a Colorado newspaper. Although non-discriminatory, she believes that people project messages about themselves with their appearance. This essay seems to be intended for recent graduates and young job seekers. The main point that she tries to explain to the reader is that even though our family and friends may accept us for who we are, employers may not. Gainley does make some really good points when discussing why people need to be aware of how they look. She seems to be trying to talk about too many issues in such a short article and it becomes very confusing and misleading, starting with the very first paragraph. She starts out by saying â€Å"Spring is in the air, and those about to graduate are looking for jobs just like many of the rest of us. We will write a custom essay sample on Judging by the Cover or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page † Her warning, which seems to be directed toward college students, does not flow with the rest of her article. Her story might have received more notice and flowed better if she would have started with the second paragraph instead. She explains how everyone wants to be accepted for how they are. Our family accepts us for who we are but our workplace may not. She uses an example from a high school newspaper. The editorial of this paper claimed it was unfair for business and professionals to discourage visible tattoos. It is misleading that she uses a high school newspaper when she has geared this article toward college students, but by saying this, she shows how juvenile and naive young adults may be for thinking companies would accept them regardless of how they look. For example, some people think what they see on television is reality, like the shows â€Å"Criminal Minds,† or â€Å"NCIS. In these shows, they have someone who dresses â€Å"Goth† and has a lot of tattoos. In real life you have to dress the part; dressing like that in the work place could be a distraction and a safety issue. She talks about not judging a book by its cover but then she says that sometimes people cover themselves on purpose, intending to send certain message. This paragraph was hard to understand. She seems to be trying to explain to the reader that although you should not judge a book by its cover, businesses often make assumptions by their appearance. Dress codes exist for a reason. Sometimes it is for safety reasons but sometimes it’s just about what the employers or clients are willing to accept. If a certain look or appearance might make a client uncomfortable then the company will decide that such an appearance is inappropriate or might pose an unnecessary risk for that company. While it does not seem right, employers do care about our appearance. Jobs exist to make money and right now there is a tough job market. With a lot of people out there looking for jobs, employers can afford to be picky. This is not about human rights and freedom, but about free enterprise. People are told to not discriminate against someone for something an applicant can’t control, and doing so would be illegal. With that being said, visible tattoos and body piercing are something very much controllable. She uses a very good example that runners would be at a disadvantage if they were to run 100 meters wearing combat boots. People who choose to have piercings and tattoos put themselves at a disadvantage. Imagine if 2 people walked into a job for an interview. They both had the same amount of experience, but one is dressed in a nice suite and the other has tattoos all down his arm. They are going to go with the person who looks nicer and fits into the type of company they have. During the whole article she makes it difficult to understand which side she is on, or if she even has a side. She then gives her opinion by stating how she does not have a problem with tattoos which takes away from the meaning she is trying to say. She was paid to hire someone that would make a good impression on her customers but by stating how she does not have a problem with them herself, she confuses the reader about her feelings regarding tattoos and piercings and the point that she is really trying to make. Her essay is a little outdated. While her essay might have been really good advice in 2003, I think more companies are open to the idea of tattoos and piercings as long as it is not excessive. At the same time, I do agree with what she is trying to say. People should be allowed to dress and look however they want, but at the same time, companies have a job to hire someone who they don’t consider risky or someone who they think might not offend their customers. Before you go out and get that new tattoo, or that new body piercing, jobseekers need to be aware that companies are not going to change to accommodate you. Time has a way of changing everything. What is acceptable now was not acceptable years ago. For example, in the 50’s, woman were not allowed to wear pants. Now, they have business suits out there just for women. So, over time, it may be okay to wear tattoos and piercings. When that time comes, there will be another thing deemed inappropriate for the workplace. Job seekers need to be aware of this and when looking for a job, they should wear appropriate clothes to the interview. Do not expect to wear â€Å"the latest fashions† and be hired.

Marc Chagall free essay sample

Discuss how the environment and other influences, for example personal beliefs, have shaped the work of at least one artist you have studied this year. Refer to work done by this artist to substantiate your statements. Marc Chagall was a Russian/French artist who was born into a poor family of Hassidic Jews on the 7th July 1887. Throughout his working life he was based in Russia from 1906-1910, then he moved to France for four more years before moving back to Russia and Soviet Belarus for eight years. Chagall was strongly influenced, but not limited to, movements such as Cubism, Fauvism and Surrealism. These movements are demonstrated in his work through the geometric shapes, his use of colour and the seemingly random placement of people and objects in his works. Chagall described his work as, â€Å"†¦ extravagant art, a flaming vermillion, a blue soul flooding over my paintings. † Chagall’s childhood in the small country town of Vitebsk, Belarus was happy and is another influence for his artworks. We will write a custom essay sample on Marc Chagall or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Small provincial ghettos are presented in some way in many of his artworks. Chagall said that, â€Å"The soil that nourished the roots of my art was Vitebsk†. Many childhood memories are presented in his artworks. His religion is also another large influence fore Chagall, many of his paintings include Jewish symbolism and refer to Judaism. There were limited opportunities to study art in Vitebsk and after an argument with his father; he moved to St Petersburg to study, he lived quite a risky and independent life. Shortly after, he moved to Paris where he met friends, Robert and Sonia Delauney. They were very influential to his style- predominantly in Chagall’s use of colour and in his cubist technique. While living in the poverty areas of Paris, he lightened his palette and his use of colour became more harmonious and unified. This is the palette that creates the basis for some of his well known works such as â€Å"I and the Village† (1911), â€Å"The Green Violinist† (1923-24), and â€Å"Solitude† (1933). Chagall has managed to produce many great works of art throughout his life and was greatly influenced by his surroundings, childhood, friends and Judaic religion. In 1911, Chagall was living in the poverty area of La Ruche. This is where he created â€Å"I and the Village†, an artwork that is a dreamlike/surreal representation of Chagall’s childhood memories. This is a colourful and busy painting that has a subtle blend of organic and geometrical shapes within. The bright colours create interest as they are often contrasting with each other. For example, the green face against the red background. The colours are vivid and flat, with a minimal use of blending, this shows Chagall’s use of fauvism. The minimal use of blending also adds to the form of the painting, which is quite flat in most areas and the objects look two-dimensional. The radial balance created by the lines leading into the centre of the artwork draw a specific emphasis to the main focal points, that is, the green man and the goat. The man is wearing a pink hat, a beaded necklace with the sign of the cross on it, a purple and yellow shirt and a ring with the Star of David on it symbolising Judaism. The man is holding up a bushel of leaves and it appears as though he is presenting it to the goat. The goat is placed within the golden mean and it is a close up of its head. The goat is composed of many geometrical shapes. It is looking into the eyes of the man and the man is looking into the eyes of the goat. This could symbolise that the man has a strong connection with the goat or the village in which the goat belongs to. In the background of the reveals street of houses and buildings, some of which are upside down adding to the surrealist feel of the artwork. In front of the houses there are two people, a man who is holding a pick and a woman who is upside down. The last significant feature in the artwork is the woman milking a goat, in the face of the larger goat. All of these objects and people within the artwork look like tributes from Chagall’s memory of the rural village he grew up in. the lines of the geometrical shapes create unity. This is because of the circle in the middle of the artwork joining the man, the goat and the background. This artwork is a surreal representation of the town of Vitebsk where Chagall grew up. Chagall is trying to comment of the relationship of people with the land, which is demonstrated by the man looking at the goat as an equal and also by the woman milking a goat. As there are in many of Chagall’s works, there is a spiritual reference in this artwork. The goat and the Star of David are the symbolic references. The goat is a great symbol of sacrifice for the Jewish religion. The colours in the artwork are reminiscent of the circus or other flamboyant events. The man could represent the ringmaster. This could all show the way in which man lives in harmony with animals and the environment. The large circle in the middle of the page could symbolise the sun and the all the chaos surrounding it could show that the earth and everything on it is dependent on the sun for life. The bright colours could also symbolise the fake world, opposed to that of the world when Chagall grew up. In â€Å"The Green Violinist† (1923-24) we see a green man wearing a purple coat, which is composed of geometrical shapes. He is placed in the centre of the artwork and is standing on or floating in the air above a couple of houses playing a violin. The fact that he is the only object that is coloured brightly in secondary colours compared to the rest of the painting in neutral tones of browns and greys; the man is the main focal point. The geometric shapes of the purple coat are defined by the tonal changes, which reflect the suggested sunlight. In the background there is more houses and a man flies over the clouds above the houses. This adds to the dreamlike state of the painting. Chagall has used colour, shape, size, emphasis and balance to compose the artwork and communicate his ideas. The subject matter of the artwork is obvious as the colours are bright in contrast to the dull monotonous background. Also the subject matter has been placed in the centre of the artwork and makes most of the positive space. The symmetrical balance supports the harmony to the viewer’s eye. The cubist movement is evident through the geometrical shapes on the coat, the rectangles on the trousers and even in the circles that form the clouds in the sky. Fauvism is also represented by the colour of the man. Surrealism is illustrated through the proportion of the man in relation to the houses; he is larger than the houses and everything else around him. The dog in the bottom left corner is interested in the violinist, but also could be a vicious dog. The latter could also represent the persecution of the Jewish throughout Russia during the time period in which this artwork was painted. That fact that the violinist has been painted so vibrantly and differently to the background could also show that the Jews ‘did not fit in’ throughout Europe and also shows how they were singled out, even though they were not any different. It is evident that Chagall’s artworks in some way or another are connected to his hometown of Vitebsk. This artwork could symbolise the fearfulness of political changes that happened to the rural town of Vitebsk during the early 1900’s such as the change from the Tsarist rule (when Chagall was born) to the communist revolution that sent Russia into dismay. In Jewish villages the violinist is a significant character who plays at life changing ceremonies such as weddings, funerals, births, etc. therefore, the symbolic value of the violinist in this painting could be about the life hanging moments within the town. To stay true to ones character throughout the changes. This painting is a reflection of moving into the future and a recollection of Chagall’s Jewish upbringing. The 1930’s was the decade of the depression and also the peak for the Nazi’s. Chagall’s painting, â€Å"Solitude† (1933) represents the feeling of the Jews in this time in history. This artwork depicts a middle-aged man, who looks biblical and is dressed in a white headdress, is holding a scriptural scroll and is sitting next to a goat with a violin. Above them flies a white angel (God’s messenger) amidst the sinister looking smoky black clouds. These objects stand out, as they are all white contrasting against a dark grey background. there is a symmetrical balance in the artwork. The man and the goat are sitting on the grass outside of a village. This could mean they are not wanted inside the village – this shows the persecution of the Jews. The sacrificial goat is another strong symbol of the Jewish religion, in this painting it looks as though it is providing some form of hope and comfort to the man as it sits next to him in a loyal manner looking up at him. The name â€Å"Solitude† represents the cultural persecution of the Jews throughout Europe in 1933. Due to the Nazi rule, Jews were especially feeling hated in this era. This artwork demonstrates what the Nazi’s were doing to the whole Jewish race and is a political dissent. Through his use of the Torah, sacrificial goat, the historical rabbi figure and God’s messenger the angel, Chagall intentionally signifies the turn of Europe in the 1930’s. Ethnicity, religion and class are all aspects of this painting as the Jewish religion and ethnicity are shown to have no power in Europe as the Nazi’s attempted genocide. In 1933, Nazi general, Goebbels had ordered some of Chagall’s works to be publically burnt in Mannheim, Germany. In 1941, Chagall and his family moved to the United States of America to flee the Jewish persecution in Europe. 3 years later, his beloved wife Bella died. This stunted his creativity for a momentous amount of time. He soon regained his spirits and returned to France with his new wife Virginia Haggard and together they worked in theatre. Virginia left him, and then in 1952 Chagall met and married Valentine Brodski who encouraged him to get back to painting. In 1968 Russia held an exhibition to honour the works of Chagall. In 1985, Chagall reached his death while in France and was aged 97 years old. Chagall said, â€Å"In our life there is a single colour, as on an artists palette, which provides the meaning of life and art. It is the colour of love. † Chagall’s works were inspired by love, his childhood, the environment and his religion, which made his works so passionate and popular with the public. They were often influenced by the Cubists, Fauvist and Surrealist movements, which fitted so well with his motifs.

Profile of Elizabeth How, Persecuted Salem Witch

Profile of Elizabeth How, Persecuted Salem Witch Elizabeth How Facts Known for:  accused witch, executed in the 1692  Salem witch trialsAge at time of Salem witch trials:  about 57Dates:  about 1635 – July 19, 1692Also known as:  Elizabeth Howe, Goody Howe Family, Background: Born in Yorkshire, England, about 1635 Mother: Joane Jackson Father: William Jackson Husband: James How or Howe Jr. (March 23, 1633 – February 15, 1702), married April 1658. He had become blind at the time of the trials. Family connections: Elizabeth’s husband James How Jr. was connected to a number of other Salem witch trial victims. James was the brother of John How. John How was married to Sarah Towne (How), whose father, Edmund Towne, was the brother of Rebecca Towne Nurse, Mary Towne Easty and Sarah Towne Cloyce, all accused of witchcraft as well.Also, James and John How’s mother was Elizabeth Dane How, a sister of the Rev. Francis Dane.  Dane was the father of Abigail Dane Faulkner and Elizabeth Johnson Sr., father-in-law of Deliverance Dane, and a grandfather of several others arrested. Lived in: Ipswitch sometimes noted as Topswitch Elizabeth How and the Salem Witch Trials Elizabeth How was accused by the Perley family of Ipswitch. The parents of the family testified that their 10-year-old daughter was afflicted by How over the course of two to three years. Doctors had diagnosed that the daughter’s affliction was caused by â€Å"an evil hand.† Spectral evidence was offered by Mercy Lewis, Mary Walcott, Ann Putnam Jr., Abigail Williams, and Mary Warren. On May 28, 1692, an arrest warrant was issued for How, charging her with acts of witchcraft against Mary Walcott, Abigail Williams, and others.  She was arrested the next day and taken to the home of Nathaniel Ingersoll for examination. A formal indictment was prepared on May 29, mentioning that Mercy Lewis had been tortured and afflicted by an act of witchcraft by Elizabeth How. Witnesses included Mercy Lewis, Mary Walcott, Abigail Williams, and members of the Perley family. While she was in jail, she was visited by her husband and daughters. On May 31, Elizabeth How was again examined. She replied to the charges: â€Å"If it was the last moment I was to live, God knows I am innocent of anything of this nature.† Mercy Lewis and Mary Walcott fell into fits.  Walcott said that Elizabeth How had punched and choked her that month.  Ann Putnam testified that How had hurt her three times; Lewis also accused How of hurting her.  Abigail Williams said that How had hurt her many times and had brought â€Å"the book† (the Devil’s book, to sign). Ann Putnam and Mary Warren said they’d been pricked by a pin by How’s spectre. And John Indian fell into a fit, accusing her of biting him. A May 31 indictment cited witchcraft practiced against Mary Walcott.  Elizabeth How, John Alden,  Martha Carrier, Wilmott Redd, and Philip English were  examined  by Bartholomew Gedney, Jonathan Corwin, and John Hathorne Timothy and Deborah Perley, who leveled the initial claims, on June 1 also accused Elizabeth How of afflicting their cow with sickness, causing it to drown itself when they stood against her joining the Ipswich church.  Deborah Perley repeated the charges about afflicting their daughter Hannah. On June 2, Sarah Andrews, sister of Hannah Perley, testified to hearing her afflicted sister blame Elizabeth How for threatening and hurting her, even though their father had questioned the truth of the claim. On June 3, the Rev. Samuel Phillips testified in her defense. He said he had been at the Samuel Perley home when the child was having fits, and though the parents said â€Å"good wife How the wife of James How Junior of Ipswich† was a witch, the child did not say so, even when asked to do so. Edward Payson testified that he had witnessed the Perley daughter’s affliction, and the parents’ questioning her as to How’s involvement, and that the daughter had said: â€Å"no never.† On June 24, a neighbor of 24 years, Deborah Hadley, testified on Elizabeth’s behalf that she had been conscientious in her dealings and â€Å"Christian-like in her conversation.† On June 25, neighbors Simon and Mary Chapman testified that How was a godly woman. On June 27, Mary Cummings testified about a run-in her son Isaac had had with Elizabeth, involving a mare. Her husband Isaac also testified to these charges. On June 28, the son, Isaac Cummings, also testified.  That same day, Elizabeth’s father-in-law, James How Sr., who was about 94 at the time, testified for Elizabeth as a character witness, noting how loving, obedient and kind she was and how she had cared for her husband who had become blind. Joseph and Mary Knowlton testified for Elizabeth How, noting that ten years before they had heard stories of Elizabeth How afflicting the daughter of Samuel Perley.  They had asked Elizabeth about these and Elizabeth had been forgiving of their reports. They noted that she was an honest and good person. Trial: June 29-30, 1692 June 29-30:  Sarah Good, Elizabeth How, Susannah Martin, and Sarah Wildes were tried for witchcraft. On the first day of the trial, Mary Cummings testified that another neighbor had become ill after a sharp exchange with James How Jr. and his wife. On June 30, Francis Lane testified against How, noting the conflict with Samuel Perley. Nehemiah Abbott (married to Elizabeths sister-in-law, Mary Howe Abbott) also testified that when Elizabeth was angry she wished someone would choke, and that person did shortly after; that How’s daughter had attempted to borrow a horse but when he refused, the horse later was injured, and that a cow had also been injured. Her brother-in-law John How testified that Elizabeth had afflicted a sow when Elizabeth was angry with him for asking whether she had afflicted the Perley child. Joseph Safford testified about a church meeting held in the wake of the accusations earlier regarding the Perley child; he said that his wife had attended the meeting and was afterward in a â€Å"raving frenzy† first defending Goody How and then in a trance. Sarah Good, Elizabeth How, Susannah Martin, and Sarah Wildes were all found guilty and condemned to hanging.  Rebecca Nurse was first found not guilty, but when the accusers and spectators loudly protested, the court asked the jury to reconsider the verdict and condemned Nurse to hang as well. On July 1, Thomas Andrews added some charges regarding a sick horse he believed was the one that the Hows wanted to borrow from the Cummings. Elizabeth How was hanged on July 19, 1692, along with Sarah Good, Susannah Martin,  Rebecca Nurse, and Sarah Wilde. Elizabeth How After the Trials The following March, residents of Andover, Salem Village, and Topsfield petitioned on behalf of Elizabeth How,  Rebecca Nurse,  Mary Easty,  Abigail Faulkner, Mary Parker, John Proctor,  Elizabeth Proctor, and Samuel and Sarah Wardwell – all but Abigail Faulkner, Elizabeth Proctor, and Sarah Wardwell had been executed – asking the court to exonerate them for the sake of their relatives and descendants.   In 1709, How’s daughter joined the petition of Phillip English and others to get the victims’ names cleared and to get financial compensation.  In 1711, they finally won the case, and Elizabeth How’s name was mentioned among those who had been unfairly convicted and some executed, and whose convictions were reversed and nullified.

How Scholarly Articles Broaden the Students Understanding of Any Given Subject

How Scholarly Articles Broaden the Students Understanding of Any Given Subject Scholarly Articles Broaden the Students Outlook The student in higher education may ask: Beyond being required to incorporate them into my essays and papers, how are academic articles important? How exactly can they enhance my understanding of a subject? And don’t I get plenty of information from a course’s textbook? So Why Are They Important? A scholarly article is a short document written by an expert to convey and explore new information on a given subject. They are sources of high-quality information written by experts in a certain field – experts, by the way, who may have dedicated their entire life or career to exploring a subject. Scholarly articles, usually published by an academic press, are most always subject to a peer-review process, which means that in order for an article of this sort to be published a specialist or expert in the field must first evaluate its content, sources, and argument or analysis for quality and originality. This means that ALL the information conveyed in a scholarly article is credible, accurate and therefore beneficial to the student’s understanding of a subject and its real-world relevance and current applications. To put it plainly, scholarly articles, which are found in academic periodicals, are very advantageous to the student. Indeed most students will familiarize themselves with scholarly articles because students are generally required to include them in their research, their essays and their papers; students are usually required to evaluate an article’s content to expand on the topics they themselves are making in their academic work. But scholarly articles can also provide the student – perhaps one who may be struggling with grasping a subject or topic – with a general understanding of a subject. In some cases a textbook may only provide a student with a limited perspective on a topic or issue – while the scholarly article may offer differing viewpoints on a subject, perhaps providing both sides to a controversial subject, as well as explaining which side is more practical and why. They provide the student with the most up-to-date information on a subject, are good sources for generating ideas for papers and presentations, and are often briefer and sometimes easier to comprehend than maybe a textbook’s stale, one-sided and outdated approach in explaining a subject. Rather than providing a simple overview of the subject, which is the case with most textbooks, scholarly articles examine a subject, topic or issue in a practical way. An article of this sort reports on original research or experimentation, the kind usually only generalized in a textbook, and expands on that information and looks at a subject more in depth. The enduring purpose of these kinds of articles is to be made available to the rest of the scholarly or academic world. Scholarly articles can broaden a student’s understanding of a given subject or topic because those writing them are required to list the sources they used to write their article, in the form of footnotes, endnotes, and bibliographies. The student looking to expand their knowledge on a subject can then look up any combination of these used sources, read them thoroughly, and as result will begin to familiarize themselves with a topic on several different levels. always strives to utilize top quality scholarly articles in its work. This ensures maximum quality and relevance of information that gets incorporated into our projects. For most disciplines the requirement is that all information should be no older than five years and from this stand, scholarly articles are an invaluable source of information. Feel free to contact us anytime and we guarantee you will get a quality product. is the service you can trust!