Lady Butler Balaclava (1876) Essay Example

Lady Butler: Balaclava (1876) Essay Lady Butler:Balaclava( 1876 ) Elizabeth Thompson ( subsequently known as Lady Butler ) was commissioned in 1876 by Queen Victoria to paint a image marking the gallantry of the British soldiers at the Battle of Balaclava. The Battle of Balaclava was an of import conflict of the Crimean War ( 1854-1856 ) – a struggle between Britain and Russia over district and natural resources in the Caucasus. The Battle of Balaclava ( 25 October, 1854 ) was celebrated at the clip ( and since ) for the ‘Charge of the Light Brigade’ when the British Cavalry was sent on a suicide mission against the heavy weapon and guns of the Russian military personnel with the inevitable consequence of mass human deaths on the British side ( in the terminal, six hundred and sixty one troopers were reduced to one hundred and ninety five in a affair of a mere 20 proceedingss ) . We will write a custom essay sample on Lady Butler: Balaclava (1876) specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Lady Butler: Balaclava (1876) specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Lady Butler: Balaclava (1876) specifically for you FOR ONLY $16.38 $13.9/page Hire Writer This is an of import point: the picture by Lady Butler was commissioned twenty old ages after the event in inquiry. This meant that the creative person was, in footings of infinite and clip, divorced from the capable affair, which gave her the ability to concentrate on demoing the humanity of the returning, demoralised British military personnels as opposed to painting a image of military glorification as would about surely have been the instance had the troubling been commissioned instantly after the event. Harmonizing to Hichberger ( 1990 ) , this is typical of the ulterior Victorian attitudes towards military picture where a discernable sense of feminism and sensitiveness is prevailing in the word picture of war on canvass. This development besides signalled a more realistic attack to the portraiture of warfare in British military picture, which is in pronounced contrast to military art of a century beforehand during the Napoleonic Era when war was shown to be a glorious exercisin g and the soldiers were seen as heroes instead than victims as is clearly the instance in Lady Butler’s Balaclava. This open sense of artistic pragmatism is aided and abetted by the manner in which the creative person focuses on the rank and file of the British Cavalry as opposed to the officers and leaders of the military. Again, this shows a important leap forward from military picture commissioned at the beginning of the 19th century when art tended to concentrate entirely on the military elite such as Wellington at Waterloo. The speech pattern upon pragmatism and upon concentrating on the rank and file of the armed forces who were sent into a apparently unpointed charge during the Crimean War serves to greatly change the temper of the picture. Its consequence upon the screening audience is greatly enhanced because if the manner in which it speaks of the soundless heroes of the British Army and, moreover, non merely in the context of the Battle of Balaclava. Rather, Lady Butler’s picture can be seen to be talking on behalf of all the rank and file of soldiers who had fallen in the name of the British Empire during the Victorian Era: those work forces who had laid the foundations for the glorification and domination of Britain on the universe phase that became progressively evident towards the latter portion of the 19th century. This sense of range is enhanced by the graduated table and the format of the oil on canvass picture by Lady Butler whereby the sheer size of the graphics can be seen to mirr or the sheer size of the Empire and the sheer graduated table of the human agony that went into its sophistication. Balaclava is hence a aglow illustration of a Victorian ‘academic’ picture where the creative person does non so much seek to do a point or to province an statement as opposed to inquire farther inquiries as to the intent of war. â€Å"The image is a authoritative illustration of late 19th century academic picture: the canvas is big and features many figures assembled in a assortment of airss and word pictures ; each figure was painted from life harmonizing to the traditional canon of anatomy.† ( Lalumia, 1983:9 ) In this sense, Balaclava can be interpreted as a unquestionably ‘English’ picture for its clip, particularly within the broader context of the formation of Victorian values. The Victorians, more than any other historical peoples, were obsessed with the duplicate issues of morality and decease ( Stevens Curl, 2004 ) and these concerns can clearly and identifiably be seen to attest themselves in Lady Butler’s pictures. Morality is expressed through the desolate faces of the soldiers returning from the doomed charge, which begs the inquiry as to the point of this war. The compulsion with decease can be seen in all of her military pictures including Roll Call and Return from Inkerman where the dead are depicted side by side with the life. This accordingly makes Lady Butler a discernibly English creative person who displayed a unquestionably Victorian position of life, morality and finally decease. However, although Lady Butler can be placed within the broader context of ‘Englishness’ and Victorian Values refering to art and life, she was of class a alone person who stamped her ain authorization and manner on her originative end product. The fact that she was a adult female ( and a immature adult female – she was boulder clay in her mid-twentiess in 1876 ) clearly set her aside as an person as did her pick of capable affair – military art. For this ground, she has attracted her ain biographers, such as Peter Usherwood and Jenny Spencer?Smith ( 1987 ) who dedicated their book to her conflict art. Balaclava and other pictures by Lady Butler are besides featured in more general art history books, such as Michael Paris’ Warrior Nation ( 2000 ) which shows how war in all its signifiers was a cardinal characteristic of British national civilization during the 19th and 20th centuries. In this manner, Lady Butler’s work lives on in the present t wenty-four hours and retains relevancy for everyone who wishes to understand the consequence of war on the British national mind as viewed through the lens modern art history. Mentions Hichberger, J.M.W. ( 1990 )Images of the Army: The Military in British Art, 1815?1914Manchester: Manchester University Press Lalumia, M. ( 1983 )Lady Elizabeth Thompson Butler in the 1870s, in,Women’s Art Journal, Volume 4, Number 1( 9-14 ) Paris, M. ( 2000 )Warrior State: Images of War in British Popular Culture, 1850?2000York: Reaktion Books Stevens Curl, J. ( 2004 )The Victorian Celebration of DeathLondon: Sutton Usherwood, P. and Spencer-Smith, J. ( 1987 )Lady Butler,BattleArtist: 1846?1933London: Sutton

German And Dutch Influence On American Housing Essays - Dormer

German And Dutch Influence On American Housing Essays - Dormer German And Dutch Influence On American Housing German settlers came to North America in the late 17th century, they settled mainly in Pennsylvania. Germans built large, lasting houses of wood and quarry stone. Dutch settlers came, more than a century earlier, to the New World. Their first settlements were in New Amsterdam, now known as New York City and the Hudson Valley to the north. Dutch immigrants used stone and brick to build their homes. Their homes were large according to colonial standards. Dutch homes were noted for their decorative brickwork. The Germans enticed by such good reports, more displaced Germans came, crowding the trails that led westward. The rolling hills and fertile soils of the River Valley in Pennsylvania reminded them of their homeland, so they settled by the thousands, and their descendants, misnamed the Pennsylvania Dutch remain there to this day. The Dutch landed and decided to call New Amsterdam their home. They learned to use the sea to their advantage and became fisherman, they supplied seafood to Europe and soon became one of the leading exporters. Germans used Gable roofs with hoods in building their dwellings. Germans used hoods, or abbreviated roofs, to protect the people walking, from rain, and helped with the removal of rain from the roof. Dutch settlers built their homes using intricate, stepped gables. Some of the main architectural features in German and Dutch influenced houses are dormer windows, stepped gables or hoods, metal gutters, small windows with sliding shutters, and the Dutch door. The Dutch door is a door that is divided in half horizontally, like the door outside of the pool for the concession stand. There are some distinctive features of the German and Dutch; Germans had fireplaces in the center of the first floor. The fireplace was the center of most activities. On the opposite side of the fireplace was a large family room for entertaining, they used the light and heat from the fireplaces to do many daily chores and used for the entertaining of the guests. A favorite feature of the Dutch was wide front porches on their homes. The Dutch also had dormer windows that are still widely used today. Dormer windows are windows that are projecting through a steeply sloping roof. While doing this report we found that not many houses can be influenced by only one group of people. Shingles from the English settlements and dormer windows from the Dutch can be used on the same house. Although many houses have different characteristics they still have a distinct style.

Classroom Rules for High School Students

Classroom Rules for High School Students Rules are an important aspect of every classroom, especially when youre working with high school students. Teenagers- with their budding hormones and complex social lives- can be easily distracted, and though many are mature and highly capable, they can still benefit from structure and rules. Classroom rules provide guidelines that allow students to know what is expected of them. Ideally, they should be simple, easy to follow, and posted somewhere for all of your students to see. One of the keys to writing effective classroom rules is to keep them general enough to cover a variety of situations but also specific to your students, classroom, and school. Key Takeaways: Classroom Rules for High School Students Classroom rules provide the structure and guidelines needed to create a productive learning environment.You can create a set of classroom rules yourself or solicit input from your students and work together to make a list of rules. At the beginning of each school year or semester, go over the rules in class with your students, leaving time for questions and discussion. Students are more likely to follow the rules when they understand the purpose behind them; rules that seem excessive or unnecessary are more likely to be ignored. For this reason, it is important to communicate why you have established certain rules and how those rules will help create an effective, well-run classroom. Sample Classroom Rules for High School Students There are a number of different ways to create a list of classroom rules. You could do it all yourself, setting the rules however you see fit. Another way is to solicit suggestions from your students; you might even have them vote on which rules they prefer. The benefit of this method is that it allows you to learn more about what kind of classroom environment your students favor. Some possible rules for a high school classroom include: Arrive on Time: To keep the classroom running smoothly, everyone needs to be on time and ready to start class. Students  outside the door and rushing in after the bell has begun to ring will be considered tardy. You must be in your seat when the bell rings to be counted present.Turn Off Cell Phones and Electronic Devices: When class is in session, cell phones and other electronic devices (mp3 players, tablets) must be turned off. If they are not turned off, they will be confiscated.No Food or Drinks: Eating and drinking should be reserved for lunchtime and breaks between class. (However, exceptions should be made for students with medical needs.)Attend to Personal Needs Before Class: Use the restroom or stop at your locker before class to avoid causing disruption for your fellow students. Hall passes are limited, so please do not ask for a pass unless you have a true emergency.Bring Required Materials Every Day: Unless you have been instructed otherwise, come to class prepared with all of the required materials you were advised to bring at the beginning of the school year. Do not interrupt the teacher or other students to ask to borrow items you forgot to bring to class. Start Your Assignment When the Bell Rings: Directions will be posted on the board or on the projection screen when you arrive for class. Please do not wait to be reminded to begin your assignment.Use Polite Speech and Body Language: Always behave in a way that is respectful to your teacher and fellow students. Unkind teasing and impolite behavior are unacceptable  at all times and may lead to disciplinary actions. Be respectful of other students when they are speaking. Any form of bullying will not be tolerated.Speak When Permitted: Most of the time, you must raise your hand in class and wait to be called on before speaking. There may be times during group work when quiet talking is permitted. Be aware of when talking is and isnt allowed. It is important that students remain quiet during exams until all students have finished.No Cheating: Students caught cheating will receive a zero and a phone call home. Both the student who shares his work and  the person who copies it will suf fer the same consequences. Be mindful of accidental cheating by covering your paper during exams and preparation of other graded assignments. Listen and Follow Directions: It is important for you to pay attention in class and follow the teachers directions. You will be a more successful student if you listen in class and follow instructions.Never Pack up Before Its Time to Leave: It may be tempting to pack up early when its getting close to the end of class. Nevertheless, you should wait until the teacher has dismissed you before preparing to leave.Turn in Work on Time: Unless you have been given an extension, always turn in your work on time. Late assignments will receive a lower score.Use Technology for Learning: If the class is using a form of technology such as computers or tablets for a lesson, use the technology for its intended purpose- learning. Dont browse the web or use social media.Make up Missed Work: If you have missed a lesson or an assignment, make arrangements with your teacher to complete the work.If You Have a Question, Ask for Help: If something is confusing- such as assignment instructions or something in your reading materials- ask your teacher or another student for help.

Realism Coursework Example | Topics and Well Written Essays - 500 words

Realism - Coursework Example It is actually due to the absence of some influential authority at international scale that could maintain peace and order by creating impediments on the way of inflicting injustices and violations at the hands of the powerful states. Consequently, the weak states remain under stress and pressure, and hence are bound to imitate the policies devised and designed by the big powers. William Golding’s world-famous Lord of the Flies (1954) also throws light upon the same notion that absence of any regularity force turns the earth into battlefield in the wake of tussle and conflict between various factions, communities and states as well. Golding has skilfully portrayed the scenario of national and international politics in the novel, where Ralph represents democracy, justice, struggle and determination, while Jack symbolizes strategic and financial power that is misused in order to subjugate others under one’s domination. Similarly, Simon is the representative of intellect, wisdom and philosophy; the intellectuals and philosophers explore and point out goodness and evil, and provide a theoretical outline to lead a civilized life; however, they are unable to implement and enforce the same, and hence lack practical leadership qualities in their personality. Moreover, the cultured but weak nations like Piggy cannot overcome the injustices and malpractices prevailing all around them, and eventually become victim of the same at the hands of the cruel stratum at last. The conflict between good and evil certainly gives birth to the anarchic structure, where the powerful stratum guises as savage and beast, and violates against the prevailing socio-political structure in order to rule over others, as Jack captured the attention of majority boys on the foundation of his physical strength on the one hand, and his financial position

Strategic Management Assignment Essay Example | Topics and Well Written Essays - 3000 words

Strategic Management Assignment - Essay Example out sponsorship of the world’s most popular league creates a positive emotional link between our brand and football fans everywhere† (www.premierleague.com accessed December 2009). Moreover, Barclays’ sponsorship of the Premier League has enabled Barclays to capitalise on the branding strategy and business growth of clubs within the Premier league such as Manchester United, whose ability to transcend from football into mainstream culture as a testament to its branding strategy success (Johnson et al, 2008). As such, Barclays PLC president Robert E. Diamond Junior asserts that Barclays’ sponsorship of the Premier league provides the perfect strategic fit for the Barclays brand. The focus of this paper is to undertake a strategy management evaluation of the Barclays Premier League with a contextual focus on Manchester United The last decade has seen has radical transformation of the UK football industry, with economic indicators pointing to football has a viable business model (Johnson et al, 2008, p.20). It is submitted that a key element of this is effective strategy management, which is imperative to the continued success of the Premier League as the leisure industry continues to grow as an important sector exponentially in the global marketplace (Joyce & Woods, 2001, p.488). This is further supported by the argument of Joyce and Woods that â€Å"football is big business and the leisure industry is fast becoming an important sector worldwide† (2001, p.488). Therefore, it is submitted that a market environment analysis of the English Premier League and the multiple income streams created by leading clubs such as Manchester United within the league is imperative to the consideration of Barclays long term growth and development goals going forward. For example, in Exall’s â€Å"Who Killed English Football?: An Analysis of the State of English Football† (2007), Exall suggests that the Premier league business model radicalised English football by

Lament :: Personal Narrative Writing

Lament I have matured, and, at the proper time, the winnower will come for me. I will be ready. I have cast off my seed into the rich humus born of past generations. It has taken root, and now sings its own Song of Spring Where are the songs of Spring? Ay, where are they? Think not of them, thou hast thy music too,-- John Keats, â€Å"To Autumn† It is fitting on this day of cold bluster and unsentimental sunlight to write of endings. Spring, so recently past, seems a dream. Was it so long ago that I, like spring, burst onto the scene? The faces and days of my youth are veiled within the mist of memory, but not beyond my reach. I inhale and the aroma of lilacs engulfs me, just as they encircled my house. A sister is born; she is named June Iris, but she has arrived too early in April. She is carried home in her namesake month. My mother places her in the sunlight that leaks between our drapes. We have to be quiet; she is sleeping. . . . In an instant I am riding my bicycle beneath the elms whose branches rise to the sky like the vaulted ceiling of a cathedral. Lining my street, they provide a cool respite from the relentless heat of a Midwestern sun. The orb drifts over, shifting the patterns of shade and light as though it were setting designs in stained glass. Sometimes with a friend, but more often alone, I gallop my two-w heeled steed up and down the block. Obsessed with horses and the westerns on television, I have no need for companions to challenge my imagination and diminish the enjoyment. In pretend, I wile away the days of girlhood that reach to a future I never consider. I try to recall the sounds. The birds sang, I’m certain. Surely there were the shouts that accompanied the games. But there is no music in my reverie, no sound to break the white silence. Like the caterpillar in its cocoon, I’m insulated within myself. The Wind. I remember the wind as it rushed through the elms, ruffling the branches or swirling them in circles. I turn and am standing in the picture window that looked out upon our street. The sky is blackish green. The trees shift violently from side to side. I watch, oblivious to the potential danger of a breakaway limb, mesmerized by the dance before me.

Social Work, Poverty & Homeless

Poverty and Homeless March 20, 2012 Poverty and Homeless Poverty Poverty can be defined in several ways and can mean different things to people of different societies. Absolute poverty is to have inadequate funds to provide a minimum standard of living for oneself or one’s family. Relative poverty is defined as doing worse off financially than the average person in a given society. Persons living in relative poverty may have no car, no television, and no toys for their children but have enough money for clothing, food and shelter.Relative to the average Americans, they are living poorly. A person or family living in absolute poverty, on the other hand, may not have enough money to pay for the rent or groceries for the month. These different ways of defining poverty are debated by government officials and researchers. How poverty is defined is integral to the task of reducing its prevalence in society. Statistics With 18. 2% (U. S. Census, 2006-2008) of people in the United Sta tes are living below the poverty level, it is increasingly important that the government should take measures regarding this context.Poverty thresholds or income levels is dependent on the number of family members. Poverty in United States of America is unique in nature with 13-17% Americans live below the poverty line in America. Although extreme poverty is virtually nonexistent in the Organization for Economic Cooperation and Development (OECD) countries, national measures indicate the presence of economic deprivation. For example, in the United States in 2006, 38. 8 million people, or 13. 3% of the population, fell below the federal poverty line (Fields, 2000).In the United States, the poverty threshold was established in 1965 based on the cost of food, taking into account household size and composition but making no adjustment for regional differences in cost of living. The threshold is adjusted annually for inflation. For example, in 2007, the federal poverty threshold for a fa mily of three, with one adult and two children, was $16,705—far above the extreme world poverty measure but well below the national average income (Filmer, 2001). Geographic LocaleOf the people living below the poverty level in the United States, 44% live in rural areas, and approximately 56% live in urban/suburban locales. Many of the contemporary stories depict characters in urban and suburban settings where people are living on the streets, in shelters, in their cars, or in apartments and homes. Race/Ethnicity An analysis of the portrayal of race is very complicated. In the United States Census Bureau (2006-2008) shows that there is more White people living in poverty in the United States than any other racial group.However, if one looks at the percentage of people living below the poverty line within racial groups, the statistics For instance, of the total number of poor people living in the United States, 46. 06% are White; however, of all of the White people living in t he United States, only 9. 2% are poor. Also, while only 1. 5% of the poor people living in the United States are Native Americans, within that population, 25. 3% are living in poverty. In other words, one out of 10 White people live in poverty versus one out of four Native Americans living in poverty (Hanushek, 2007).Negative Effects of Poverty 1. Increasing the debt and loans to meet individual consumer needs and necessities instead of working on plans for Renaissance and the construction and reconstruction. 2. Peoples' economic dependence of countries and peoples of the donor loans and debt, and the consequent negative impact in all aspects and sides. 3. Increase the exploitation and monopoly, and thus increase the poor poorer and the rich richer, because the poor because of their strong need to be unable to compete are subject to the conditions. . Poor often cannot because of lack of money to have on the use of modern technology and modern techniques. 5. Poor often are busy filli ng his hunger for knowledge and culture; there remains sufficient time for learning and culture. 6. Illiteracy, ignorance and backwardness as stated above. 7. Increasing the rate of mortality, where the link between all the experts most of the diseases of poverty, and thus the death of many people have mentioned the impact of hunger in the death of children (Levin, 2004). Root-Cause of PovertyPoverty is a big subject and an area of policy which affects every part of the USA. It is not much known about but impossible to hide. The poor suffer it, the middle class and the rich pay taxes to relieve it but at the same time they have always sought measures to contain and neutralize the poor. Multiple factors operating at various interconnected scales cause poverty. Globally, uneven trade and capital flows lead to poverty through exclusion from the benefits of economic growth. Access to water and natural resources, transportation, and climate also shape physical abilities and economic oppo rtunities.International and national policies influence poverty directly, through aid, subsidies, and antipoverty programs, and indirectly, through economic policies that affect the allocation of resources between people, regions, and industries. While some argue that individual characteristics such as education and the work ethic are paramount in explaining poverty, others insist that social and economic structures define capabilities based on gender, class, caste, race, religion, and other forces. Women are often denied access to education, paid employment, health care, financial resources, and political participation because of their gender.While these socially embedded practices deprive women of economic opportunities and basic freedoms, they also contribute to poverty indirectly through fertility and child care (Psacharopoulos, 2004). In the United States, the rise of â€Å"working poverty† has been linked to economic restructuring and the decline of the welfare state. T he role of these factors varies from place to place and underscores the importance of geography in understanding poverty. Poverty has increased recently in Western Asia and remains fairly constant in Latin America. References Fields, G. (2000). Distribution and development: a new look at the developing world.Cambridge & London: MIT Press. Filmer, D. , & Pritchett, L. (2001). Estimating wealth effects without expenditure data – or tears: an application to educational enrollments in states of India. Demography, 38(1). Hanushek, E. A. , & Wo? mann, L. (2007). The role of school improvement in economic development. NBER Working Paper 12832. Cambridge, Mass. : National Bureau of Economic Research. Psacharopoulos, G. , & Patrinos, H. (2004). Returns to investment in education: a further update. Education Economics, 12(2), Levin, B. (2004). Poverty and inner-city education. Horizons, 7(2),