Kateryna by Taras Shevchenko Essay Example | Topics and Well Written Essays - 750 words

Kateryna by Taras Shevchenko - Essay Example The essay "Kateryna by Taras Shevchenko" explores the painting by Ukrainian artist Taras Shevchenko, Katerina. Shevchenko painted this painting during Austria, Hungary, and Russia. Austria and Hungary took over the Polish regions, Romania, and other Western territories of the Ukraine. Tsarist Russia occupied the Eastern Ukraine. Kateryna is set in a time where Ukrainians were forbidden to explore their culture through language or art. Several of Shevchenko’s paintings were done in exile. The cultural aspect of the Ukrainian dress on the woman to the peasant sitting on the ground shows the plight of the Ukrainian nature at the time. The Ukrainians were poor and conquered, but never defeated. The Russian riding a horse shows the powerfulness of the Russian soldiers and symbolizes the mighty country. This style is romanticism. The idea of throwing off aristocratic views with paintings depicting strong emotion is exemplified in Kateryna. The strong emotions of a seduced or raped w oman carrying an illegitimate child tug at most individuals’ emotions. Shevchenko wanted to cause outrage and anger against the occupying soldiers of Russia and the Tsarist government in general. The light colors also are considered a trait of the Romanticism era. Kateryna has a barefooted peasant girl in the forefront with a beggar at her feet. A dark animal jumps a little to her left. In the background is a large tree to the right. A windmill was placed in the top left corner. Between the windmill and girl is a Russian soldier.

Energy Drink Lab Report Essay Example for Free

Energy Drink Lab Report Essay As a result of conducting various qualitative chemical analysis tests, Monster Energy  ® was found to contain a large amount of reducing sugars and NaCl. It was found to be void of proteins and lipids. Further, Canada Dry  ® gingerale was found to contain a large amount of reducing sugars, while being void of protein, lipids and NaCl. The components of the Monster Energy drink tested were quite congruent to the components found in the other energy drinks. The exceptions, however, were that SugarFree Rockstar, like the name suggests, contains no traces of sugar, unlike Monster Energy. Also, unlike other energy drinks, Monster Energy contained detectable traces of sodium chloride. The components of gingerale were also quite similar to the components found in other beverages. However, it contained no protein or lipids, unlike chocolate milk, and had a large amount of simple sugars, unlike Vitamin Water and Tea. In short, the chemical assays do not fully support the marketing claims made by the energy drink producers. They show that none of the energy drinks tested contain proteins, which build, maintain and help replace tissues in the body. Also, all energy drinks (with the exception of Sugar Free Rockstar) showed that these drinks contain large amounts of simple (reducing) sugars. None of the energy drinks contain fats, which actually provide the body with 2x the amount of energy per gram than carbohydrates and proteins. Finally, Monster Energy was the only drink that contained NaCl. Through research, it was found that NaCl maintains the â€Å"sodium-potassium pump† in the body. This important mechanism consists of the sodium ion (an electrolyte) going into cells and potassium coming out, which then releases energy. These conclusions go to show that, while the energy drink â€Å"producers† claim to offer a product rich in energy-inducing ingredients, they have not, by any mea ns, included a fuller scope of  nutrients that would truly have the potential to bring energy. Whereas their claims range from â€Å"being the meanest energy supplement on the planet† to â€Å"increasing endurance, concentration and reaction speed,† really, sugar is the only thing that appears consistently in detectable amounts, being a source of very temporary, short-term energy. It could be helpful to have tested to for amino acids see whether there was a detectable quantity of amino acids in the energy drinks. Amino acids being the components of proteins, it is inferred that they are more easily absorbed that proteins. Perhaps knowing whether there was a detectable quantity of amino acids could also contribute to the idea of the effectiveness/ ineffectiveness of the energy drinks. A possible test that could be done here is the â€Å"Ninhydrin Test.† Ninhydrin detects ammonia and the amine groups in amino acids. So, in the presence of â€Å"free† amino acids, Ninhydrin would turn purple. Conclusion and Evaluation Given what I’ve learned in this lab, I believe that I would not ever purchase the energy drinks available on the market. Surely, they are advertised as being infused with exotic herbal extracts, powerful vitamins, and the like; however, today’s lab showed that the only ingredient the energy drinks provide in abundance is sugar. For the price it costs to purchase a drink scarcely containing energy-providing substances (ex. proteins, lipids, etc.) other than sugar, I believe it is economically â€Å"not worth it†. Besides, drinking such great quantities of extra sugar is quite counter-productive and likely to cause weight gain in itself. I cannot consider energy drinks a â€Å"natural alternative† to either sports drinks (like Gatorade) or energy-providing foods, and will thus stay away from these blatantly consumed â€Å"energy† drinks. Sources of Error, Suggestions for Improvement This qualitative chemical analysis of energy drinks lab was well conducted. Many variables were kept constant (such as the volume of energy drink being tested each time, the room temperature, and the time waited before recording final observations, etc.). This helped in eliminating sources of both random  and systematic error. To improve this lab, perhaps a spot-plate or even a petri dish could be used in doing the Biuret Test, the Benedict’s Test and the Silver Nitrate Test. With the energy drink sample being tested in these apparatuses, a greater surface area of the sample would be exposed to the â€Å"testing solution†- as opposed to the narrow test tube. It is known that an increase in surface area increases the rate of reaction; thus using spot-plates would ensure a greater reaction â€Å"completion† by the time final observations are recorded (Note: the waiting time for recording observations is kept constant: 2 minutes). Results would be more obvious, in terms of physical appearance, and can be assumed to be more accurate when using both the smaller volume of energy drink and a spot plate to contain it.

Ambition, Greed, Power, and Wealth in Shakespeares Macbeth :: GCSE English Literature Coursework

Greed for Power and Wealth in Macbeth  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚   The play Macbeth, by William Shakespeare illustrates how greed for power and wealth can result in the destruction of oneself as well as others.   The play's central character, Macbeth is not happy as a high-ranking thane - leading him to assassinate Duncan to become King, while unknowingly dooming himself.   Throughout the play many examples are evident of Macbeth's unquenchable thirst for power.        Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   At the beginning of the play, Macbeth was a kind and gentle person.   The only time he killed is when he was in battle.   Macbeth was loyal to the King (Duncan), and did as he wished.   In battle, he kills a traitor to the Scotland who was a high ranking individual.   For killing the traitor so bravely, Macbeth is awarded the title the Thane of Cawdor. The irony of this situation is that the title first did indeed belonged to 'a most disloyal traitor'(pg. 3, line 53). As Macbeth heads home with his new title and a lot more ambition. This is mainly because of the three witches who tell him he will be king.   With this new ambition, Macbeth did not know what to think and he wrote a letter to his wife.   By Macbeth writing this letter it showed at this stage he was still loyal because he still was sharing everything with his wife.   Macbeth at this point still did not have a lust for power.           Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   What drove him to become a power hungry tyrant was his wife.   She put ideas in his head that changed him.   A day before Macbeth would not speak of the idea of killing the king and now he was considering it.   By killing the Duncan, gaining the title and king, and not being caught, Macbeth was given an enormous boost.   He now felt invincible and let power finally get to him and corrupt him.   With this new amount of power, Macbeth was not willing to let it slip away.   To protect his power, he did whatever was necessary.   Macbeth cowardly had Banquo killed, going against everything he ever believed in.   Killing Banquo was not enough for Macbeth.   Shakespeare shows to the audience how power can make a person go higher in the world but at the same time make them more vulnerable.   Macbeth was now vulnerable, to solve this he sent the murderers to kill Macduff.

Race and notions of intellectual inferiority in America Essay

Introduction In public schools, it could not be denied that the administrations prioritize the needs of the White American students. Aside from the reason that the place of the institution is the so-called White’s territory, the administration, being diverse consider the White American students to be more superior among the other students. In this regard, they are able to provide the needs of the White students amply compared to how they are able to provide for those others who belong to minor races. Not to mention that these minor students belong to the ‘poor sector’ of the society, they are less taken care of by their administrative officers. Of course, knowing that the public schools cater to such type of students, the government of the United States sees to it that the said educational institutions are able to get the possible funds that could be used in utilizing some psychological applications and therapeutic health remedies that could be made available for the students. However, as clearly stated earlier, the administration of the schools, as the ‘trustees’ of the fund are given the responsibility to provide for their students directly. Due to the discriminative attitude of several administrative officers, these services are not equally distributed and accessed by the students. Usually, the ones who are able to have full benefits of the said provisions are only the White students and their family. Psychologists claim that such neglect of student need does not only display a clear picture of racial inequality but also aggravates the situation of the students who are less serviced well. Hence, instead of being progressively taught by concerned educators, minorities are left behind to learn things on their own, which they could not obviously do because of their difficulties in learning. It may not be as obvious as it stated in this study, but actual situations suggest the fact that discriminative measures that institutional administrations of the public schools usually overlook this need. As a result, their role in assisting the children enrolled in their institution is not completely realized. Worse case scenario suggests that the aggravation of such situations leads to deeper social depression that may not be obvious, but is felt by the students under the condition of having a learning disability and belonging to a minor race in the society. As these young learners grow up they begin to see the actual results of social divide. During most periods of history, civil rights granted by governments were often altered or withdrawn at will, which led to continued struggles for freedom of speech. Starting in the middle ages, some of the people demanded a written statement spelling out their rights, with limitations placed on government control of those rights. As a result, significant bills of rights began to be formulated. Among these was the Magna Carta, a landmark in the field of human rights. Dealing with human rights issues have always been the main core of debate among social enthusiasts within the American region. The respect for life and the right for living that every individual is entitled to has long been a withholding topic that almost everyone is highly concerned about. Within the American history, human rights issues have also been the reason why there existed several civil movements against the state during the early decades of development within the said society. To be able to examine how these issues primarily affects the present American society and its relationship with American-African minorities, relating the situation with history of the relationship that existed between the two races is essential for discussion.

John Dewey’s Education Essay

The future of our civilization depends upon the widening spread and deepening hold of the scientific habit of mind. ~John Dewey Science as Subject-Matter and as Method The salient and noteworthy features that highlight the significance of educational significance from 1880 through 1920 in regards to progressive education and pragmatism can best be described as engaging not only the students in an era of academic discipline but also on the levels of teachers and administrators. The lesson of cooperation is one that is a shared in each academic approach; progressive and pragmatism thus the development of education at the turn of America’s twentieth century entailed a refreshed focus on the individual student. The following paper will analyze the commonalities and differences of progressive education and pragmatism and how progressive education has many ties with other philosophies such as humanism and liberalism. Thus, the two main but subtle theorists who will be discussed in this paper are Dewey and Plato. Although structure of Dewey’s belief of progressive education over pragmatic education is different from Plato’s pragmatism and humanism the paper will seek to show how these philosophies are shared in education but how progressive education is needed in order for the student to learn how to adapt to certain situations as well as to find their own route of learning. Education at the turn of the twentieth century must be approached through the achievement of common goals; not through students’ learning alone, but by teachers and administrators. As such, typical classroom schematics that have in that past previous to the concepts of progressive education pointed towards competition, and independent work ethic must be overruled by the more efficient cooperative small group learning dynamic which is one definition of pragmatism. Pragmatism is similar to the concept and theories involved with child psychology prevalent today. The student then with regards to pragmatism is viewed as learning by their own set of standards and by relating current progress to past mistakes. Thus, in the discipline of pragmatism, a student is judged and allowed to learn at their own pace. While other disciplines heightened learning through an array of tests and were exclusively subject oriented, pragmatism guided the student at the early turn of the twentieth century through a varied education in several genres which would ultimately be considered a type of social studies education; combining subject matter into a common arena of education. Schools that have focused on working to deprive others through competitive classroom activities initiate a win/lose strategy that only heightens the disappointment in the kids that lose instead of pointing towards the positive aspects of learning new materials that kids should be excited to learn which was the interest of other schools of thought instead of the curriculum evolution presented by pragmatism. Although pragmatism did present new ideas about citizenship, social conduct, and evolution into the classroom, there was still hesitation on the part of the American about its utilization in the classroom. Progressive education teaches that every child learns differently and must be treated as an individual, and it is through pragmatism that the individual is taught in a scientific fashion to explore their surroundings. No child learns in the same manner and thus, progressive education was essential in the split from America’s past that education was singular in nature and disconnected. Cooperation, however, is the key by which a progressive education was being presented and it is truly through cooperation that progressive education takes it role. It is thus through the individual observation of the world that pragmatism was developed in an educational way. Learning goals in regards to pragmatism can only be realized if consensus is constantly challenged. That is what is meant by ‘Do not block the way of inquiry’. By generalizing education into separate genres the sociology and interrelated issues of each subject become a chaotic discord. Through this type of group learning, individuals learn that nothing is related and that one subject cannot breach another subject. This limits the possibilities of science, math, art, etc. By interrelating subjects, one student who is not interested in a certain genre may see how their study of choice hinges upon another subject such as math calculations to art (i.e. M.C. Escher’s tessellation). Dewey brought to the foreground of early American pragmatism in the 1900’s that teachers should teach according to how the student learns. Thus, the teacher must know the interest of the student, and therefore, the student will make an effort to learn if it is something for which they already have a propensity. Unlike Herbart, Dewey taught that a teacher cannot force a child to learn or even been interested in a subject, it is something the student has to choose. There are five components by which progressive education has worked: positive interdependence, promotive interaction, individual accountability, interpersonal and small-group skills, and group processing. Each of these components teaches students and teachers that learning is not achieved through route memorization but through actively taking part in lessons and developing independent thought. Active learning should be a base by which each classroom is structured. In analysis, active learning simply means that students aren’t spoon-fed the correct answers but instead they question the subject and come up with their own hypothesis and then are allowed to check to see if it is correct: They are not handed the answers and taught to memorize but instead are taught to actively engage in each school subject and come to their own conclusions through proper problem solving techniques (this is applicable in any genre). In active learning, questions are just as important as the answers. Plato highlighted that learners need to think as well as learn for themselves and take what they learn in a classroom setting as a guideline to real life as is stated in his forms. Teachers then are given the duty of making sure they engage students in becoming active learners. Through formal and informal learning, this accomplished. Progressive education in American History is then implemented in the learning strategy of all classrooms together. Cooperation means learning with a group and giving succor to everyone participating in that group. A school then, is merely a larger extension of the classroom group which in turn is an extension of the smaller learning groups within the classroom. The focal point of pragmatism then become the welding of Fine Arts in education. That is, fine arts as the fusion between art, math, history, languages and science. It is with Dewey’s definition of pragmatism that art is a bases by which teachers teach (he considered teaching an art) and how students learn (also an art form) and thus, subject matters were understood through art concepts. Â  Congruency is a term that permeates both progressive education and pragmatism, for the students and teachers. With the diverse relation of subject matters implemented in progressive education Dewey came to identify the hands on experience, thus Dewey believed that learning was manipulative in which the learner abided by the laws of situation in order to be properly stimulated and it is through this that Plato’s system of inquiry is found. In a progressive education then, the common and ultimate goal of the entire system is to improve learning, and the avenues by which material is learned by the students. Progressive education also entailed elements of Humanism as thought of by other philosophers and educators of the time period. In the concern for the individual that pragmatists exhibited, it was only natural that Humanism be involved in the philosophy. Humanism is the value of each person and that feeling extended throughout the human race. Dewey as well as Plato’s belief in humanism was only part of the interdisciplinary status of progressive education. Another strong element within the understanding of progressivism was liberalism. That is to say that liberalism combined with progressive education formed a cohesion of social justice and advocacy consent. Progressive education should be understood within a social context, and not be misguided by ideas pertaining to Constructivism which is similar but models itself towards pupils gaining their knowledge based purely and solely on individualistic efforts, instead of the hands on experience involved with pragmatism. Progressive education, as it is involved with the education system of America from the 1880’s throughout the 1920’s was a system in which pupils were encouraged to challenge themselves with their own knowledge paired with the knowledge they gained in a classroom. Pragmatism was about finding new solutions to old problems and continually challenging those solutions to find better answers. The combining of all subjects through fine arts application was essential to the development of pragmatism in the classroom and enabled students to find interest in areas which would otherwise be off limits because of their lack of attention in subjects which they were not interested. Progressive education has its origins in pragmatism and the separation of the two is problematic to the understanding of American education during the specified time period.

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Crafting Strategy Essays

Crafting Strategy Essays Crafting Strategy Paper Crafting Strategy Paper Henry Mintzberg’s Crafting Strategies is based on conclusions from decades of research that tracked 11 organizations through important moves they made in the observed period. . Patterns were marked and lumped as strategies, graphically showing distinct periods of stability, flux, or global change. (Mintzberg:75) His thesis: strategizing is more of crafting a strategy a potter shaping clay aware of her past experience and her future prospects as she performs her craft.. In contrast, the popular notion of bosses rationally and precisely plotting strategy in corporate meetings is an inaccurate depiction of strategizing and therefore misguides those who adhere to this notion uncritically. The article only seems to tilt towards an emergent approach to strategy. The author argues that a key to managing strategy is the ability to detect emerging patterns and to help them take shape. A manager’s job is not merely to see ahead but to detect patterns and get involved when the time is ripe. (Mintzberg:74,75). But Mintzberg also clarifies that all strategy making â€Å"walks on two feet: deliberate and emergent. † Purely deliberate precludes learning, and purely emergent has no control. Neither approach makes sense, which explains why strategy means emergent and deliberate behavior. (69) Mintzberg’s theory therefore also aptly captures the ideal mix of the four archetypes of Richard Whittington’s classical, evolutionary, systemic, and processual schools of strategy. These archetypes are in fact meant as conceptual reference points, set up in descriptive archetypal quadrants that are not necessarily exclusive of each other. In his interpretive article, William Sheridan aptly applied Whittington’s conceptual framework. His summary of Whittington is this: that strategic thinking requires conceptual space in which there is room for different policies, tactics, and intelligence gathering. Within each strategic space, the four archetypal quadrants each stand up for different assumptions, goals, methods, and perspectives. Sheridan translated the four quadrants into their operational core as behavioral, institutional, societal, and cognitive. He said strategic thinking now means anticipating and preparing for implications and consequences of present actions. Whether acting alone (classical), on behalf of another(evolutionary), or as adviser (processual), or as societal leader (systemic) , strategic thinking (considers ) the interests of all stakeholders to protect systemic integrity. (Sheridan: full article). Sheridan then intertwined Whittington and Mintzberg: The craft of strategy consists in identifying the mix of appropriate policies, deploying them as needed, and staying alert to the prospect that changing circumstances will require changing the mixture. Citing Mintzberg, within the context of Whittingtons four schools of strategy, Sheridan summed up that strategy is not predominantly rational modeling nor formal planning, but rather an informed overview, of which the key factor is the breadth of strategic thinking also labeled as wisdom in Crafting Strategy. (Mintszberg: 69 ) Mintzberg’s theory captured the four archetypes of Richard Whittington’s classical, evolutionary, systemic, and processual schools of strategy archetypes that characterized the potter as a craftman strategist. Theoretical Underpinnings, Assumptions on strategy, business environment or organizations of the essay : Is the author’s worldview rational or based on logic/chaos/uncertainty? Are the assumptions realistic? In the book Critical Approaches to Strategic Management by David L. Levy, Mats Alvesson and Hugh Willmott the authors concede that much current thinking on strategic management is anchored on the work of Michael Porter and Henry Mintzberg. Mintzberg and colleagues (1998) with their ten schools and five definitions of strategy. My own random survey of literature on strategic management shows the complexity of the task of selecting strategies, and the overload of very involved prescriptions and descriptions of strategy. Levy and group have panned against Mintzbergs approach for its skeptical look on established classical and rational perspectives. They note that his views miss broader issues of domination and fail to scrutinize managerial assumptions. For example, Mintzbergs view on power tends to look at this issue narrowly within an intra-organizational perspective that eschews broader social and political issues, according to these same authors. Though Mintzberg shares the basic comprehensive perspective of Whittington, I believe his school of thinking shows a palpable emphasis on the micro side of strategic management. Under his method, broader social issues affecting management concerns ( for example , current issues as the Wall Street crash and our problems in Iraq, etc) would have to be relatively relegated to the rear ground, and this may not serve the end of strategic management. Sheridan is right that in terms of social insights, critical theorists of strategic management have the edge. In the present essay, Mintzberg cited the example of GM as a large and complicated organization, describing the complexity and confusion that gets tucked under the veneer of strategic order meetings, debates, dead ends, folding and unfolding of ideas as the company pursues its strategies. (68) From its lens, Crafting Strategy sees the reality hidden in the veneer of strategic order. As a craft theorist, one would see alternately a balance of chaos or order. The craft theorist would therefore not just think of new clever strategies, but allow them to develop gradually. His strength would be in the intuitive balance, his espousal of both learning and controls, his responsiveness to the material at hand. (69) In this context the theory is receptive to application, creativity, and intervention. Crafting Strategy: Main strengths and weaknesses –Persuasive Power and Basis of Persuasion Within the framework of its own assumptions and findings, Henry Mintzberg’s â€Å"Crafting Strategy† has a persuasive expressive content. It however presents a doubtful diminution of previous schools of strategic management , arguably presenting itself as a comprehensive modifying school of thought. (Sheridan: c. 2003). On the other hand it has yet to offer operational tools for managers confronted with, for example, labor unrest or racial inequity. Of course its adherents may argue that managers schooled in its perspective would have the sensitivity and other skills of the craft, but as negated by Levi et al, its relative de-emphasis on broader social issues may limit management leaders from the optimal application of established strategic tools. If anything can be said on Crafting Strategy , it is that its arguments are always nuanced. For example, it upheld both the grass roots approach to strategic management, and its opposite, the hot house strategy, estimating Reality falls somewhere between the two. (68) There is however no evidence presented that traditional tools espoused by other schools of thought have necessarily become obsolete, even granting that those findings on the research basis of its thesis have been validated. Also, the example of 11 observed firms may be a statistically insignificant in a universe of millions of counterparts in other countries. Finally I find the potter inadequate as a metaphorical parallel of corporate reality. The metaphor fails to capture the sophistication of managing complex emotions, social distinctions, biases, intrigues, competition in the marketplace, corporate politics, etc†¦that are the problems of strategic management.