Metamorphosis Of Narcissus Salvador Dali Essay Example For Students

Metamorphosis Of Narcissus Salvador Dali Essay The painting Metamorphosis of Narcissus was created in 1937 by oil on canvas by Salvador Dali. This painting uses a lot of images to say what it means, for example, a person, a hand, water, a starving dog, a chess board, a canyon or cliff, and people. This is not to fill the paper or distract the viewer from the suggested meaning or point, but to support the idea that hope and despair are reflections of one another; on opposite sides of a coin, spinning in mid-air, waiting to land and fix or destroy everything. The first thing that one thinks upon first seeing it, from far away, is that Dali just painted the same thing twice. From afar, it appears as if he simply cut the canvas down the middle and made one side brown and the other blue, but on closer inspection, one sees that the two sides, although very similar, are nothing alike. On one side, there sits a limp body staring at the reflection of herself in the water that she sinks in. The setting sun glistens off the back of her head, but she just wallows in grim depression and boredom. The canyons trap her in the barren wasteland as she sits motionless, without movement, struggle, or life. This mysterious figure looks so vacant that it might as well be dead. Nothing is happening on this side, so ones attention is directed to the other. On the other side, a blue decaying hand emerges from the ground with ants crawling on it, possibly making their homes in it or finding food on it. Atop this pedestal, rests an egg with a flower sprouting from it. This display of life emerging from the dead is a symbol of hope and beauty. To the left of the hand, a very unhealthy malnourished dog feasts on fresh meat; his salvation is handed to him and he survives. Behind the dog is a chess board with a young man in the middle of it, proudly surveying the battlefield as though it were his kingdom. To his left are people on a road that leads off into the horizon. All these things symbolize new beginnings out of old life and hope from death. The message that Salvador Dali was trying to get across is that hope and despair, failure and victory, and life and death are all equal forces, each one pulling the other in an eternal war to balance everything. Its all a cycle, and like all cycles, it repeats itself forever and ever, and theres no way of having one without the other. Guemica Pablo Picasso Pablo Picassos Guernica Pablo Picassos painting entitled Guernica has been a masterpiece of modern art since its first appearance at the World Fairs Fair of 1937. The huge mural has become an icon of Picassos work and has been interpreted in several unique ways, many of which contradict Picassos actual intentions. Artistically, the composition is balanced and is a characteristic of Picassos work; perfectly planned and flowing. The symbols of this piece despite the misconceptions of its many critics, including those present at the Worlds Fair in the year that the painting was introduced, were clearly defined by Picasso himself. The preliminary sketches of the work began in May of 1937, and was commissioned by the official Republican government of Spain in January of the same year. It was to be displayed in the International Spanish Pavilion at the 1937 International Exhibition, or as it is more popularly known, the Worlds Fair. Picasso was given a large studio in which to conduct his artistic endeavors in partial payment for the work which was being done. .u847ef65278dbe872746c1ae4c126cf04 , .u847ef65278dbe872746c1ae4c126cf04 .postImageUrl , .u847ef65278dbe872746c1ae4c126cf04 .centered-text-area { min-height: 80px; position: relative; } .u847ef65278dbe872746c1ae4c126cf04 , .u847ef65278dbe872746c1ae4c126cf04:hover , .u847ef65278dbe872746c1ae4c126cf04:visited , .u847ef65278dbe872746c1ae4c126cf04:active { border:0!important; } .u847ef65278dbe872746c1ae4c126cf04 .clearfix:after { content: ""; display: table; clear: both; } .u847ef65278dbe872746c1ae4c126cf04 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u847ef65278dbe872746c1ae4c126cf04:active , .u847ef65278dbe872746c1ae4c126cf04:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u847ef65278dbe872746c1ae4c126cf04 .centered-text-area { width: 100%; position: relative ; } .u847ef65278dbe872746c1ae4c126cf04 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u847ef65278dbe872746c1ae4c126cf04 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u847ef65278dbe872746c1ae4c126cf04 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u847ef65278dbe872746c1ae4c126cf04:hover .ctaButton { background-color: #34495E!important; } .u847ef65278dbe872746c1ae4c126cf04 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u847ef65278dbe872746c1ae4c126cf04 .u847ef65278dbe872746c1ae4c126cf04-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u847ef65278dbe872746c1ae4c126cf04:after { content: ""; display: block; clear: both; } READ: The Metamorphosis EssayPicasso went through many artistic periods throughout his career as an artist, one of which was cubism. In a few ways, Guernica, somewhat broke from the traditional cubism which he had a hand in inventing. The painting makes use of a two dimensional picture plain with all of the objects on the canvas appear flat looking as is dictated by the cubism style. The picture plain is not, however, fractured like many of the previous works which were categorized under the same style. Picassos reason for painting Guernica has been disputed by the many art critics of modern art, but perhaps the most accurate summary is the genius himself. Picasso explained that the work was not specifically about the bombing of Guernica, nor was it specifically about the Spanish Civil War which was the culprit in this destructive incident. It was rather a broad statement about human beings fighting amongst themselves, and the chaos which would ensue should such hateful human relationships be allowed to continue as they had in Guernica, Spain. The organization of the piece was carefully planned in the forty-five preliminary sketches, which obviously concentrated on leading the eye thorough the composition. The objects themselves balance each other well to create a peaceful composition. Picasso makes a conscious effort to emphasize the bull, the horse and the woman in the window as each of these images are important to the symbolic aspect of the graphic depiction of the bombing of Guernica. As one looks at the overall movement in the painting, they get a sense of frozen motion unlike what is typical of the futurism style of composition. The idea that everything came to a sudden halt with no time to come to a real rest. The one piece of evidence contrary to this is the soldiers arm which lays peacefully across the ground. The enormous 138 x 308 canvas was painted using only grey scale colors, which is said to be in co-ordination with the ink of the newspapers which often covered the bombings during the civil unrest in Spain. Picasso uses dominantly blacks and whites using value changes in few areas over the picture plain. He uses line extensively, with almost geometric shapes taking form and leading the eye as can be seen in many of his pre-production sketches. Texture is kept to a minimum in the specific work as it is a very two dimensional art work and as is common of the cubism style. He has made extremely good use of space as nearly the entire canvas is used, while maintaining the balance which is necessary to keep the composition aesthetically pleasing. Among the many symbolic images in the work are a bull, a horse a soldier with a broken sword and a woman looking out of a window with a very concerned look on her face. The broken sword in the soldiers hand, which can be seen at the bottom center of the composition was used to symbolize the broken spirits and the failure to resist on the part of the people. The woman is a symbol of concern for the fighting people by people who have succeeded in being able to see the whole picture. The largest contributing factor to Guernicas overall appeal is the excellent use of symbolism which encourages its audience to think. If ever given the opportunity I would be most interested in seeing the original of this work. I have gained a lot of respect for not only the artistic integrity of this painting, but also for Pablo Picasso as an overall intuitive and creative person.

The Movie ”Crash” Essay Sample free essay sample

The film clang was chiefly about controversial societal issues the pestilence modern Los Angeles which is known as the runing pot of civilizations from all over the universe. The presence of diverse characters brought the viewing audiences to specific scenarios that depicted racism. stereotypes and gender functions. These three were societal conditions brought Forth by dogmatism and bias. A society is composed of different sorts of people from typical civilization. race. economic. political and societal category. Ideally. disagreement between the rich and the hapless. white and black. ordinary citizen and a province leader should non be excessively much to avoid societal inequality which most frequently than non causes struggle. Crash gave its spectator an insightful position on the heterogenous links between people of assorted races. This eye-opener film that illustrated the effects of race and gender and how these two became the chief factors for the manifestation of force every bi t good as peace. The strength of the movie was felt throughout the legion interactions of the characters. Animosity. prejudice. angst and enviousness were some of the strong emotions that were prevailing. The film employed a really powerful tone of being straightforward. More so. the film demonstrated a applaudable willingness â€Å"to hazard mawkishness and cliche in the chase of echt feeling† ( Scott. 2005. â€Å"Bigotry as the Outer Side of Inner Angst† ) . Besides. the exchange and articulation of implicative words constituted the prejudicial and know aparting communicating between the many characters in the film. As a consequence. the ordinary relationships illustrated in the film were strongly conveyed that would do the viewing audiences realize â€Å"how the human race trade with life. people and their ain experiences† ( Scott. 2005. â€Å"Bigotry as the Outer Side of Inner Angst† ) . In the scene where Matt Dillon and Ryan Philipe’s character. who both played LAPD bulls. were in chase of a stolen vehicle but alternatively of tracking down the culprits they flagged down a similar vehicle but with a black twosome on it. This scenario depicted several relational communicating constructs. In the instance of the characters of Dillon and Philippe. Dillon had a more dominant personality than Philippe as a consequence Philippe’s points of positions have been easy subjected to rejection. Philippe’s character was more concerned about their work moralss in footings of how they interact with different types of people from assorted cultural and societal background while Dillon’s character was really aggressive in enforcing his impressions as a constabulary officer and as a white adult male at the disbursal of defiling other people’s self-respect. Meanwhile. on the other side of the state of affairs were the successful black twosome. Terrence Howard played a black manufacturer in a white-dominated Television industry and Thandie Newton played his married woman. Both their characters ab initio had an interdependent relationship where they both depended on each other but their individualisms were still preserved. But when an unexpected event happened. their relationship began to see matrimonial jobs. The issue of trust and the ability to protect a love one from timeserving people have been questioned. This was the portion when the character of Howard rejected the call for aid of his married woman when his married woman was sexually molested by Dillon’s character. The character of Howard opted to pretermit the state of affairs out of fright for the constabulary authorization and the impression that they are inkinesss in white dominated vicinity ( Cheadle. Moresco. Schulman. Yari. A ; Haggis. 2004. â€Å"Crash† ) . These two cases showed how race. stereotype and gender functions affect a person’s actions. Because of certain perceptual experiences. like inkinesss are closely associated with offenses because these offenses are largely committed by black people. white people tend to generalise. This is called false generalisation. It is the act of tie ining or judging one individual or thing by looking at a certain group or categorization that the individual or t hing belongs to. Many are guilty of this sort of thought. Peoples have these preconceived impressions that are inculcated in their consciousness wherein most of the clip. it dominate their judgements and actions. As a effect. people become insensitive and prejudiced. This aggressive and self-asserting communicative behaviour have resulted to societal and racial inequality based on physical and racial differences. Besides. people have the inclination to foreground the erroneous workss and ignore applaudable actions that intensifies the act of pigeonholing which consequences to a wide-spread negative public perceptual experience that is more frequently than non actuated to warrant the colored judgement. Stereotyping is one of the causes of struggle in relationships. Most of the clip. relationship issues are attacked. avoided and confronted. In the scene mentioned earlier. the character of Newton expressed her angst towards her hubby sing his inactive reaction when a white constabulary bull degraded her muliebrity. She wanted to set the incrimination on her hubby and do him experience that it was his mistake. This is one of the most common jobs in an interdependent relationship. Meanwhile. the reaction of the character of Philippe on the misconduct of his fellow officer. Dillon’s character. was more elusive. He chose non to face the issue with the character of Dillon because the two have an independent relationship wherein they both have disconnected lives and different beliefs. In another scene in the film where two black auto stealers played by Ludcaris and Lucien stole the vehicle of a powerful white twosome portrayed by Brendan Fraser and Sandra Bullock. showed how people can decode unfavourable state of affairss and throw their prejudices on cultural minority groups to cover their feelings of animus and dissatisfaction ( Scott. 2005. â€Å"Bigotry as the Outer Side of Inner Angst† ) . The character of Bullock was being defensive sing the state of affairs when she said. If a white adult female sees two black work forces walking towards her and turns the other manner. she’s a racialist. Well I got frightened and didn’t’ say anything. and the following thing I knew. I had a gun shoved in my caput! ( Cheadle. Moresco. Schulman. Yari. A ; Haggis. 2004. â€Å"Crash† ) Bullocks character felt threatened after the incident. As a agency of protecting herself and her household. she ordered the locks in her house to be changed. But when she saw that the locksmith was Hispanic who looked like a mobster because of his bald caput and prison tattoos. she instantly asked her hubby to happen another locksmith who does non look like person who would rob them once more. In this scene. the character of Bullock showed her rigidness towards the incident. She did non desire to interact with the Latino locksmith because she lacked the ability to accommodate and get by up with the tragic alterations in her life. More so. her ill will and laterality have strained her relationship with her hubby. Because of this. her hubby was non able to show his emotions and felt that he was powerless over the state of affairs. To avoid farther struggle. the character of Fraser. avoided the issue to give manner to the demands of his married woman. The full film was filled with relational communicating constructs that highlighted how people respond to different sorts of interaction and its effects on the relationships of people of different tegument colour. economic stature and societal rank. Mentions Cheadle. D. . Haggis. P. . Moresco. R. . Schulman. C. . A ; Yari. B. ( Producers ) A ; Haggis. P. ( Director ) . ( 2004 ) .Clang[ Motion Picture ] . U. S. A. : Lion Gate Films. Scott. A. O. ( 2005. May 6 ) . Bigotry as the Outer Side of Inner Angst. The New York Times.

AP Language and Composition And Rhetorical Analysis Essay Sample

AP Language and Composition And Rhetorical Analysis Essay SampleAP Language and Composition or AP PLACE course is a great way to sharpen your writing and to improve your overall reading and comprehension skills. There are no exact guidelines when it comes to choosing an AP PLACE course for your students, but there are some tips that can help you decide. You will find that AP PLACE requires you to give your students writing assignments and reading questions, as well as a final written composition. The composition portion is the most important part of any course, and this one certainly will test the ability of your students to write well and to read and interpret the information they are given.It is important to have them read carefully so that they understand the significance of what they are reading and are able to reflect it back into their writing. If they are unable to do so, they may not learn from their course work and be left wondering where they went wrong. For this reason, it is important to give them a lot of material and to make sure that they understand everything that you want them to learn.One of the best ways to help your students with AP PLACE is to use a rhetorical analysis essay sample. An essay analysis sample can provide many benefits for you and your students. First, it can show you which kind of essay is best for them. Also, it can show you how to structure the essay to ensure that it is not too long and it has meaning.The analytical part of any AP PLACE course can take a very long time to complete, so using an analysis essay sample can help you speed things up. Also, you will be able to see how easy it is to apply the principles of rhetoric to your students' essays and to keep them focused on the important aspects of their reading and writing. This can be helpful in keeping them engaged and learning at the same time.An essay analysis sample can also provide you with a way to see how the essay has been structured. For example, you might be interested in seeing how they have been arranged so that there are important ideas and statements in the first paragraph, then a list of quotes and brief quotations, and then the concluding paragraph. By taking a close look at their structure, you can see what mistakes they made and learn from them. This can lead to better-written essays and more appropriate teaching methods for your students.Once you have used an AP PLACE essay analysis sample, you can then edit it. You can remove parts that need to be removed and rewrite some of the parts that are wordy and need to be trimmed down. Once you have your students' focus on the correct and valuable elements of their course work, you can then start to analyze their essays and give them a sense of achievement and satisfaction.Many colleges and universities offer AP PLACE programs, and you will likely be able to find one that fits your needs. If you do, you will be well on your way to developing your students' analytical and writing skill s, as well as developing a stronger understanding of the critical thinking process. Good luck!

Aids And Std Education Essays (3259 words) - Prevention Of HIVAIDS

Aids And Std Education Adults (over the age of 18) from the _________ company and other peope who I know were randomly assigned to receive the survey. The group includes married males and females as well as single male and females. There are 19 female and 31 male subjects. A survey consisting of twenty statements concerning sexually transmitted disease and HIV infection. The survey was designed by myself . The purpose of the survey is to measure participants awareness of AIDS and sexually transmitted diseases. I am trying to show that people are not well informed about subjects such as condom use, condom use and alcohol, transmission of sexual diseases, and the magnitude of the AIDS problem. Subjects are asked to choose the level with which they agree or disagree with each statement. There are two levels of agreement and two levels of disagreement. See appendix A. A consent form was signed by all participants. See appendix B. Results t-test*: t (48) = -2.2185, p * .0313 | | | df cv pv Variable N Mean Std Dev. Minimum Maximum Q1 50 1.420 0 .810 1.00 4.00 Q10 49 1.408 0.810 1.00 4.00 Q15 50 1.320 0 .621 1.00 4.00 Q3 48 3.396 0.869 1.00 4.00 Q9 50 3.240 0.822 1.00 4.00 Q6 50 3.220 0.834 1.00 4.00 Q16 50 3.100 0.621 1.00 4.00 Methods Subjects Adults (over the age of 18) from the company and other people who I know were randomly assigned to receive the survey. The group includes married males and females as well as single male and females. There are 19 female and 21 male subjects. Ages ranged from late teens to early fifties, with the majority being in their twenties. Independent variable Questions 6, 9, 13, and 16 on the survey. I would be comfortable eating lunch with someone with HIV or AIDS. I would be comfortable shaking hands with someone who has AIDS. I am very well informed about HIV, AIDS and other sexually transmitted diseases. I would not have unprotected sex with someone unless they got tested first. Dependent Variable. Awareness and education of AIDS and sexually transmitted disease. Operational Definition Awareness and education of AIDS and sexually transmitted disease equals a total score of 12 or higher on questions 6, 9, 13, and 16 of the survey. Procedures A survey consisting of twenty statements concerning sexually transmitted disease and AIDS was given to fifty subjects. A t test was performed on the results as well as a comparison of male vs. Female scores on the Awareness and Education variable. DiscussionResults of the survey have shown a need for additional education of males concerning AIDS awareness and education. Females, (89%) did verywell on the variable which was measured for satisfactory knowledge andawareness of AIDS and sexually transmitted disease. Males, (65%) didalso score well on this variable. This leaves us with 35% of the malesneeding more education and 11% of the females needing to increase thereawareness and education. The rather large number of males needingfurther education tend to support my hypotheses that yes more educationis necessary. I was pleased to see that on the whole, people are betterinformed than I had originally hypothesized as demonstrated by thescores reported for specific question. The lowest score or strongestdisagreement was on the statement that AIDS was no longer a big issue. People also realize that just having one sex partner at a time is notenough to protect you from AIDS as demonstrated by their response tonumber 10. The stronge st agreement with statements on the surveyconcerned worrying about children's future.This being the case, why is it that behavior as is described in myresearch does not reflect this knowledge? People know what they need todo to reduce their chances of exposure to AIDS and sexually transmitteddisease but they fail to do it. The research concentrated on studentswho are exposed to much more information about AIDS than adults who areout of the educational system. Further education about the dangers ofunprotected sex is needed as the study suggest, but we also need tounderstand why education is not enough. We desperately need to develop behaviors which will protect us from sexually transmitted disease andAIDS. Education Needed forAIDS, HIV and Sexually Transmitted Diseases Sexually transmitted diseases are a major health concern for ourcountry. With the spread of AIDS among so many people, both gay and heterosexual, it isimportant that we understand how these diseases spread and what we can do to preventthem. Continuing efforts to educate college students about the dangers

USS Nevada (BB-36) in World War II

USS Nevada (BB-36) in World War II USS Nevada (BB-36) was the lead ship of the Nevada-class of battleships which were built for the US Navy between 1912 and 1916. The Nevada-class was the first to incorporate a set of design characteristics that would be employed in a series of American battleship classes during the years around World War I (1914-1918). Entering service in 1916, Nevada briefly served overseas during the final months of World War I. The interwar period saw the battleship take part in various training exercises in both the Atlantic and Pacific. On December 7, 1941, Nevada was moored in Pearl Harbor when the  Japanese attacked. The only battleship to get underway during the attack, it sustained some damage before beaching on Hospital Point. Repaired and heavily modernized, Nevada took part in the campaign in the Aleutians before returning to the Atlantic. Serving in Europe, it provided naval gunfire support during the  invasions of Normandy and Southern France. Returning to the Pacific, Nevada participated in the final campaigns against Japan and was later used as a target ship during the atomic testing at Bikini Atoll. Design Authorized by Congress on March 4, 1911, the contract for constructing USS Nevada (BB-36) was issued to the Fore River Shipbuilding Company of Quincy, MA. Laid down on November 4 of the following year, the battleship’s design was revolutionary for the US Navy as it incorporated several key characteristics that would become standard on future ships of the type. Among these was the inclusion of oil-fired boilers instead of coal, the elimination of amidships turrets, and the use of an â€Å"all or nothing† armor scheme. These features became sufficiently common on future vessels that Nevada was considered the first of the Standard-type of US battleship. Of these changes, the shift to oil was made with the goal of increasing the ship’s range as the US Navy felt that would be critical in any potential naval conflict with Japan. In designing Nevada’s armor protection, naval architects pursued an â€Å"all or nothing† approach which meant that critical areas of the ship, such as magazines and engineering, were heavily protected while less vital spaces were left unarmored. This type of armor arrangement later became commonplace in both the US Navy and those abroad. While previous American battleships had featured turrets located fore, aft, and amidships, Nevada’s design placed the armament at the bow and stern and was first to include the use of triple turrets. Mounting a total of ten 14-inch guns, Nevada’s armament was placed in four turrets (two twin and two triple) with five guns at each end of the ship. In an experiment, the ship’s propulsion system included new Curtis turbines while its sister ship, USS Oklahoma (BB-37), was given older triple-expansion steam engines. USS Nevada (BB-36) Overview Nation: United StatesType: BattleshipShipyard: Fore River Shipbuilding CompanyLaid Down: November 4, 1912Launched: July 11, 1914Commissioned: March 11, 1916Fate: Sunk as target on July 31, 1948 Specifications (as built) Displacement: 27,500 tonsLength: 583 ft.Beam: 95 ft., 3 in.Draft: 28 ft., 6 in.Propulsion: Geared Curtis turbines turning 2 x propellersSpeed: 20.5 knotsRange: 9,206 miles at 10 knotsComplement: 864 men Armament Guns 10 Ãâ€" 14 in. gun (2 Ãâ€" 3, 2 Ãâ€" 2 superfiring)21 Ãâ€" 5 in. guns2 or 4 Ãâ€" 21 in. torpedo tubes Aircraft 3 x aircraft Construction Entering the water on July 11, 1914 with Eleanor Seibert, the niece of the Governor of Nevada, as sponsor, Nevada’s launch was attended by Secretary of the Navy Josephus Daniels and Assistant Secretary of the Navy Franklin D. Roosevelt. Though Fore River completed work on the ship in late 1915, the US Navy required an extensive series of sea trials before commissioning due to the revolutionary nature of many of the ship’s systems. These commenced on November 4 and saw the ship conduct numerous runs along the New England coast. Passing these tests, Nevada put into Boston where it received additional equipment before being commissioned on March 11, 1916, with Captain William S. Sims in command. World War I Joining the US Atlantic Fleet at Newport, RI, Nevada conducted training exercises along the East Coast and Caribbean during 1916. Based at Norfolk, VA, the battleship was initially retained in American waters following the United States’ entrance into World War I in April 1917. This was due to a shortage of fuel oil in Britain. As a result, the coal-fired battleships of Battleship Division Nine were dispatched to augment the British Grand Fleet instead. In August 1918, Nevada received orders to cross the Atlantic. Joining USS Utah (BB-31) and Oklahoma at Berehaven, Ireland, the three ships formed Rear Admiral Thomas S. Rodgers’ Battleship Division 6. Operating from Bantry Bay, they served as convoy escorts in the approaches to the British Isles. Remaining in this duty until the end of the war, Nevada never fired a shot in anger. That December, the battleship escorted the liner George Washington, with President Woodrow Wilson aboard, into Brest, France. Sailing for New York on December 14, Nevada and its compatriots arrived twelve days later and were greeted by victory parades and celebrations. Interwar Years Serving in the Atlantic during the next few years Nevada traveled to Brazil in September 1922 for the centennial of that nation’s independence. Later transferring to the Pacific, the battleship conducted a goodwill tour of New Zealand and Australia in late summer 1925. In addition to the US Navy’s desire to accomplish diplomatic goals, the cruise was intended to show the Japanese that the US Pacific Fleet was capable of conducting operations far from its bases. Arriving at Norfolk in August 1927, Nevada began a massive modernization program. While in the yard, engineers added torpedo bulges as well as increased Nevada’s horizontal armor. To compensate for the added weight, the ship’s old boilers were removed and fewer new, but more efficient, ones installed along with new turbines. The program also saw Nevada’s torpedo tubes removed, anti-aircraft defenses increased, and a rearrangement of its secondary armament. Topside, the bridge structure was altered, new tripod masts replaced the older lattice ones, and modern fire control equipment installed. Work on the ship was completed in January 1930 and it soon rejoined the US Pacific Fleet. Remaining with that unit for the next decade, it forward deployed to Pearl Harbor in 1940 as tensions with Japan increased. On the morning of December 7, 1941, Nevada was single-moored off Ford Island when the Japanese attacked. Pearl Harbor Granted a degree of maneuverability due to its location that its compatriots on Battleship Row lacked, Nevada was the only American battleship to get underway as Japanese struck. Working its way down the harbor, the ship’s anti-aircraft gunners fought valiantly but the ship quickly sustained a torpedo hit followed by five bomb strikes. The last of these occurred as it neared the channel to open water. Fearing that Nevada might sink and obstruct the channel, its crew beached the battleship on Hospital Point. With the end of the attack, the ship had suffered 50 killed and 109 wounded. In the weeks after, salvage crews commenced repairs on Nevada and on February 12, 1942, the battleship was refloated. After additional repairs were made at Pearl Harbor, the battleship moved to Puget Sound Navy Yard for additional work and modernization. Modernization Remaining in the yard until October 1942, Nevada’s appearance was dramatically altered and when it emerged it looked similar to the newer South Dakota-class. Gone were ship’s tripod masts and its anti-aircraft defenses had been dramatically upgraded to include new dual-purpose 5-inch guns, 40 mm guns, and 20 mm guns. After shakedown and training cruises, Nevada took part in Vice Admiral Thomas Kinkaid’s campaign in the Aleutians and supported the liberation of Attu. With the end the fighting, the battleship detached and steamed for further modernization at Norfolk. That fall, Nevada began escorting convoys to Britain during the Battle of the Atlantic. The inclusion of capital ships such as Nevada was intended to provide protection against German surface raiders such as Tirpitz. Europe Serving in this role into April 1944, Nevada then joined Allied naval forces in Britain to prepare for the invasion of Normandy. Sailing as Rear Admiral Morton Deyo’s flagship, the battleship’s guns pounded German targets on June 6 as Allied troops began landing. Remaining offshore for most of the month, Nevada’s guns provided fire support for forces ashore and the ship earned praise for the accuracy of its fire. After reducing the coastal defenses around Cherbourg, the battleship transferred to the Mediterranean where it provided fire support for the Operation Dragoon landings in August. Striking German targets in southern France, Nevada reprised its performance in Normandy. During the course of operations, it famously dueled the batteries defending Toulon. Steaming for New York in September, Nevada entered port and had its 14-inch guns relined. In addition, the guns in Turret 1 were replaced with tubes taken from the wreck of USS Arizona (BB-39.) Pacific Resuming operations in early 1945, Nevada transited the Panama Canal and joined Allied forces off Iwo Jima on February 16. Taking part in the invasion of the island, the ship’s guns contributed to the pre-invasion bombardment and later provided direct support ashore. On March 24, Nevada joined Task Force 54 for the invasion of Okinawa. Opening fire, it attacked Japanese targets ashore in the days before the Allied landings. On March 27, Nevada sustained damage when a kamikaze struck the main deck near Turret 3. Remaining on station, the battleship continued to operate off Okinawa until June 30 when it departed to join Admiral William â€Å"Bull† Halsey’s Third Fleet which was operating off Japan. Though near the Japanese mainland, Nevada did not strike targets ashore. Later Career With the end of World War II on September 2, Nevada returned to Pearl Harbor after brief occupation duty in Tokyo Bay. One of the oldest battleships in the US Navy’s inventory, it was not retained for use postwar. Instead, Nevada received orders to proceed Bikini Atoll in 1946 for use as a target ship during the Operation Crossroads atomic testing. Painted bright orange, the battleship survived both Able and Baker tests that July. Damaged and radioactive, Nevada was towed back to Pearl Harbor and decommissioned on August 29, 1946. Two years later, it was sunk off Hawaii on July 31, when USS Iowa (BB-61) and two other vessels used it gunnery practice.

The Impact of Slavery on British Colonialism. (The Atlantic slave Term Paper

The Impact of Slavery on British Colonialism. (The Atlantic slave trade) - Term Paper Example The treatment the slaves received during this time in history cannot be compared to any other type of annihilation on human beings and culture. The New world consisted of north, central and south America. The Atlantic slave trade began as a trade between the Old World and the New World in the Americas began to increase. As technology on European ships, became greater and gave ships a better ability to travel through the rough waters of the Atlantic Ocean. A process of triangular trade started to occur. The first portion of the triangle would be from transporting the goods from Europe to Africa in order to purchase slaves2. The second would be the trade of slaves from Africa to the Americas. The third portion of the triangle would be the final goods being exported from the Americas to Europe. This triangle of trade is the system that was used throughout the bulk of the Atlantic slave trade era. Europeans believed the use of slaves would help fix their labor shortage problem3. They ove rworked the natives of the New World, and many would die from being run into the ground or from diseases. The Europeans labor supply in the New World was dwindling and so their solution to their immediate problem was to import labor from Africa in order to expand their production and wealth. The Atlantic slave trade became a vital part in the Industrial Revolution. Portugal was the first European country to participate in slave trading. Other European countries that were participating in slave trading were England, France, Spain and the Netherlands as well as the United States from across the Atlantic Ocean4. These nations would purchase slaves from African community leaders, and they would pick them up from outposts that were created for the purpose of the slave trade on the western coast of Africa where the slaves were taken from the central and Western parts of the continent. They would then be boarded onto ships like cargo and were transferred to the Americas cheaply and quickly . The slaves then became the legal property of the proprietor and could be sold at the market; much like material goods or services5. It has been estimated that the number of slaves brought across the Atlantic Ocean amounts to 12 million individuals with about a million individuals dying during cargo ship transportation. The highest number of immigrants from the Old World into the New World, actual numbers of slaves procured from slave traders has accounted to be much higher. The racism we see today towards individuals of African descent stemmed from the slavery they were subjected to6. Human beings would be on equals otherwise, as are all born as such. Walter Rodney’s perspective on racism states that "Above all, it was the institution of slavery in the Americas which ultimately conditioned racial attitudes, even when their more immediate derivation was the literature on Africa or contacts within Europe itself. It has been well attested that New World slave - plantation soci ety was the laboratory of modern racism. The owners contempt for and fear of the black slaves was expressed in religious, scientific and philosophical terms, which became the stock attitudes of European and even Africans in subsequent generations7. Although before and after the slave trade era there had been contributions to the racist philosophy, the historical experience of blacks being enslaved by the whites for four centuries established the tie between racist and color prejudice, and created individual racists, as well as

Human resource development Essay Example | Topics and Well Written Essays - 1000 words

Human resource development - Essay Example ACC, a Danish company, experimented with a new type of training that was designed to create adult learning associated with the production of a learning organization Initially, the attitudes about the project were quite favourable, however upon launch, participants chosen for the activity found it to be without much merit. This was due to poor communication about the nature of the project, less autonomy and shared decision-making, and the fact that the organisation remained static and would not be changing. This project recommends that there be a new system of training for creating a positive attitude for a learning organisation that include better preliminary communications and also with margin for organisational flexibility. Article overview The article selected for review, â€Å"The learning organization: an undelivered promise†, highlights the activities associated with a year-long training seminar targeting professional employees at a Danish organisation known as Administr ative Case Consideration (ACC). The purpose of the study was to identify the different training methods used to foster a new collaborative learning organisation in which managers could develop new skills as knowledge managers dedicated to promoting learning across the entire staff. The goal was to change employees whilst the organisation, itself, as well as its internal policies and processes, remained static and unchanging. The study’s methodology consisted of professionals being grouped into four work teams, with each portion of training for each team carried out over a three month period. Teams rotated throughout the entire year until the entire organisation had been through the programme. Direct observation by the researcher occurred, therefore validating results significantly as the researcher was able to both participate and interview those involved in the training sessions. Pre- and post-interviews were delivered to the training members to identify whether their attitu des about the training has changed after their three month session was completed. There were four models used in the training, including quality, communications, and generic principles associated with total quality management. The article informs the reader by identifying that such structures are oftentimes socially driven with frustrations caused by limited new skills development. It shows that adult learning is sometimes complex with radical social structures guiding its development and effectiveness, even when social dimensions are not the goal of creating a learning organisation. The advantages of this training were closer interpersonal relationships with colleagues, more so than embracing of the learning organisation concepts. Andragogic approach This study was andragogic in design as it facilitated learning with adult participants. In many ways, it was self-directing, oriented to provide meaningful insight surrounding current problems and tasks associated with ACC, and based o n trust and collaboration. These are necessary to facilitate andragogic learning effectively (Guldem 2009). Since the study did not involve youths, it was not pedagogic in nature and the basis of learning was geared around the elements of adult management and leadership necessary to achieve the goal of promoting a learning organisation. The learning was supposed to be intrinsically motivated, as the preliminary interviews had identified that the majority of participants were initially excited and interested about joining the training structure. However, considerable frustrations occurred in this andragogic effort that will be identified. The model of training used The model used was unique to the environment and activities associated with ACC, however were loosely based on John Dewey’s theory of learning. In this theory, the professionals â€Å"require a preparation to enable them to sense uncertain situations and act upon them by way of inquiry†