Motivational theories Essay

Maslows Theory is based on the belief that we are motivated by needs and the theory states we must satisfy basic needs in order to concentrate on the higher priorities. And only when the basic needs are met can we move on to the next steps 1. Pysiological – All individuals needs to eat, sleep and drink as a priority 2. Safety – WE all need to feel safe in our homes and the working environment and managers can play a lead role in ensuring we care safe at work 3. Belonging – We need to feel loved and belonging both at home with our families but also in our work place 4. Esteem – Once the 3 basic need are met we look for confidence and respect from others especially in our work place 5. Self Actualization – Top of the pile! We have energy and mentality to thinks, problem solve and use our skills to the the best of its ability Maslows theory tends to be very simple, rather easy to follow and makes sense as it cover basic needs that maybe somewhat forgotton about. If making a new start then Maslow theory is ideal as it is very basic and starts from the bottom of all our needs Herzbergs Theory Hersbergs theory is some what different to Maslows theories in being it concentrates on 2 factors and are all work related though Maslows theory starts with basic needs in life 1. Hygiene factors – are Disatisfiers and the less we have to worry about the more we be motivated. Factors such as Quality of supervision, company policies, job security will all have an impact on staff motivation and this would certainly be the case with the council as they have the ability to dissatisfy 2. Motivation Factors – such as Promotion opportunities, recognition Achievment and responsibility will satisfy all staff without a doubt as they can stimulate. These factor all realte to the work itself and how an employee performs it. Overall the Herzberg theory Herzbergs theory show that fixing problems within the work place related to Hygiene factor may narrow down job dis satisfaction but won’t necessarily improve a workers job satisfaction. To improve job satisfaction you must addr ess the motivational factors and press on them ie: giving recognition to staff and showing staff a sense of achievement for what they do. Vroom expectancy motivation theory Whereas Maslow and Herzberg look at the relationship between internal needs and the resulting effort expended to fulfil them, Vroom’s expectancy theory separates effort (which arises from motivation), performance, and outcomes. Vroom’s expectancy theory assumes that behaviour results from conscious choices among alternatives whose purpose it is to maximize pleasure and to minimize pain. Vroom realized that an employee’s performance is based on individual factors such as personality, skills, knowledge, experience and abilities. He stated that effort, performance and motivation are linked in a person’s motivation. He uses the variables Expectancy, Instrumentality and Valence to account for this. Expectancy Is the belief that increased effort will lead to increased performance i.e. if I work harder then this will be better. This is affected by such things as: Having the right resources available (e.g. raw materials, time) Instrumentality is the belief that if you perform well that a valued outcome will be received. The degree to which a first level outcome will lead to the second level outcome. i.e. if I do a good job, there is something in it for me. This is affected by such things as: Clear understanding of the relationship between performance and outcomes – e.g. the rules of the reward ‘game’ Trust in the people who will take the decisions on who gets what outcome Valence Is the importance that the individual places upon the expected outcome. For the valence to be positive, the person must prefer attaining the outcome to not attaining it. For example, if someone is mainly motivated by money, he or she might not value offers of additional time off. The three elements are important behind choosing one element over another because they are clearly defined: effort-performance expectancy (E>P expectancy) and performance-outcome expectancy (P>O expectancy). E>P expectancy: our assessment of the probability that our efforts will lead to the required performance level. P>O expectancy: our assessment of the probability that our successful performance will lead to certain outcomes. At first glance expectancy theory would seem most applicable to a traditional-attitude work situation where how motivated the employee is depends on whether they want the reward on offer for doing a good job and whether they believe more effort will lead to that reward. However, it could equally apply to any situation where someone does something because they expect a certain outcome. Thus, Vroom’s expectancy theory of motivation is not about self-interest in rewards but about the associations people make towards expected outcomes and the contribution they feel they can make towards those outcomes. McGregor Theory X & Theory Y McGregor developed two theories of ‘human behaviour’ at work: Theory and X and Theory Y. He did not imply that workers would be one type or the other. Rather, he saw the two theories as two extremes – with a whole spectrum of possible behaviours in between. Theory X workers could be described as follows: – Individuals who dislike work and avoid it where possible – Individuals who lack ambition, dislike responsibility and prefer to be led – Individuals who desire security The management implications for Theory X workers were that, to achieve organisational objectives, our Business would need to impose a management system of coercion, control and punishment. Theory Y workers were characterised by McGregor as: – Consider effort at work as just like rest or play – Ordinary people who do not dislike work. Depending on the working conditions, work could be considered a source of satisfaction or punishment – Individuals who seek responsibility (if they are motivated) The management implications for Theory X workers are that, to achieve organisational objectives, rewards of varying kinds are likely to be the most popular motivator. The challenge for management with Theory Y workers is to create a working environment (or culture) where workers can show and develop their creativity. (www.tutor2u.com) Maccobys Theory of Motivation Michael Maccoby suggests that in order to motivate staff, leaders should employ an appropriate mix of the 4 Rs: Responsibilities, Relationships, Rewards, Reasons. Responsibilities People are motivated when their responsibilities are meaningful and engage the abilities and values. For example our caring staff are motivated by helping others like teaching and mentoring. And our craftsmen are motivated by the challenge to produce high quality products. Relationships People are motivated by good relationships with bosses, work colleagues and customers. Someone who is caring is motivated if they have the chance to help colleagues and customers. Also a strong team of colleagues who have a strong bond will be motivated to keep the bond strong. Rewards Apreciation and recognition are the kinds of rewards that strengthen motivating relationships. Rewards such as Bonuses, recognition, promotion will all motivate an employee to try their best and push for results. This is also the case when people are painf fair wages and good benefits to make a good job. Reason Reasons can be the most powerful motivator of all. Why are we doing the job over and over again? What is the point of it? If workers have a good explained reason on why they are doing what they are doing then they will be motivated to carry on. For Example workers doing assembly line work during World War II were highly motivated as it was there contribution to the War effort and the aim of winning the war. Evaluate the Usefullness of one motivational Theory for Managers As above you can see all of the theories show different ways in which motivation can be achieved and all have their pro’s and con’s. During this time of change I feel that MaCobys theory of motivation would definitely be of use to all Managers in motivating our staff. Let me explain why: The for R’s are in my turn very easy to understand for Managers and staff, Responsibilities, relationships, rewards and reason are all very simple terms. Responsibilities First and forth most it is of vital importance that our staff know their responsibilities. Have the jobs changed? Have working conditions changed? How can we get bring the best out in our staff. The time is right to evaluate responsibilities, alternate jobs and give staff more of different roles responsibilities. Managers need to show that they are willing to develop all staff. Teach new skills and give them the responsibility to bring the best out in them. Relationships Team bonding is essential during this time of change. Managers need to concentrate on building good strong relationships with there staff so that they can build trust and a sense of security. It is also important that Line Managers keep the relationship of the team of individuals strong and a need to identify any rifts or issues. During this time, new staff will be bought in, existing staff may leave or be moved or transferred so the manager must keep in constant contact with the staff and ensure that the communication amongst staff is strong. Rewards Managers need the opportunity to reward staff for their efforts. The chance of promotion to a higher vacant position will certainly motivate the staff but of course this can not always be the case so recognition for the services provided by staff will certainly go along way. The annual Council forum is an excellent way of achieving this as is provides recognition and rewards for staff who have been committed to the Council, staff who have a good absence record and also staff who have achieved a major goal in the work force on a under graduate qualification.

Chosen business: Tesco Essay

There are different types of information that Tesco use these are: – Verbal information: This is spoken information it could come from the customer, it could also come from Tesco if they let any promotions over the tannoy. – Written information: This is information that is written in a document, Tesco uses this type of information in its leaflets, receipts and collects this information from customers through comment cards etc. – Onscreen information: Tesco will use this type of information in their TV adverts so that they can get a lot of promotions across to their potential customers, they can also use this to show customers how good they are compared to their competitors and that their products are cheaper. – Multi-media: This type of information is a lot of different sources mixed in, it includes pictures, presentations, videos and can include on screen information, Tesco does not normally use this type of information because they tend to use types of i nformation that they can easily communicate with their customers such as verbal or written in the form of a leaflet or poster. – Web based: This type of information is given out or collected through the internet, Tesco have a website that they use to communicate information on the business to their customers. Customers can also give information through this by buying products online and giving reviews on Tesco. Tesco use these types of information for many different purposes, these are: – Updating knowledge: They use information to update their knowledge on things like what products are selling the most and which ones have high demand, they can then make sure that they supply all of these products for the customers, they can find this out by questionnaires etc. and also written sales figures and this will update their knowledge on what products are their best sellers so they can promote these. -Informing future developments: They use information to inform their future developments because if they can get lots of information from their customers then they can use this to make plans for their fut ure developments in order to make their organisation better, they can use customer feedback via written information. -Strategic direction: They use different types of information in order to decide which strategic direction they are going to take, they can use sales figures and department feedback to see what is making Tesco do so well. If they come across a problem, like they do not have enough sales then they can use this information to change their strategic direction. -SWOT analysis: They use both internal and external forms of information in order to see what their strengths, weaknesses, opportunities and threats are. Tesco will use sales, customer, department, competitor and growth information in order to conduct a swot analysis they will then find that their strengths are having specialist marketing expertise because they are such a huge organisation they know what they are doing. They also have weaknesses such as a large amount of competitors that could overtake them such as Asda and Morrison’s. An opportunity could be the development of technology such as self-scan machines that they can use to promote their business. A threat could be how Asda is currently top of the market and this means that they need to come up with more ideas to get above Asda. -Offering competitive insight: They will use information such as market share and published sales figures from other their competitors to see how good other competitors like Asda are doing they can they use these to see what they can do better. They will also use the on-screen information such as the TV adverts to get a competitive insight because they will see what offers their competitors are doing and try to match or outdo these. -Communicating sales promotions: They use both written, on screen and verbal information in order to communicate their sales promotions, they will do this because by using more than one method of information they can get more information and better information out to their customers and it will mean that more of the customers are likely to see the promotions and buy the products. -Inviting support for activities: They can use onscreen and written information to do this because if Tesco are holding a fundraiser then it is important that they can get this message out to their customers and staff so they will hand out leaflets on the activities they are holding and advertise it on the television for people who are not coming into store this will invite support. They can also use written information such as messages on bulletin boards in the staff room to invite support for new technology in the business such as new ICT and then staff will be able to voice their support or non-support for this new software etc. There is lots of places that Tesco get this information from, these can be both internal and external: Internal -Financial: This is a place where Tesco can get their information from because if Tesco is doing well and generating a profit then they know that they are doing something well and may not need to change their strategic direction if they are constantly growing and generating more money. -Human resources: This is a place where Tesco get their information from because they can tell them if the staff are good enough to do their job for example, do they have the right skills to do their job. Human resources can also give them a lot of information such as training that they are giving then Tesco can use the staff for different things because they will be trained to do this. -Marketing: This is a place where Tesco can get information on how departments are doing but they will also use this to give information out to their customers for example Marketing can advertise the promotions and create the adverts, they can also market new products that come into the business so that customers know what products exist so that they can buy them. -Purchasing: This is a place where Tesco can get their information because they will get information such as if they are getting a good deal on all the products that they are buying for their stores, they will also get information such as are they having good suppliers where deliveries arrive on time. -Sales: Tesco gets information from their sales because they can look at their sales figures to see what products are selling the best and what kind of products have high demand, they can then make sure that they make the most of these products and promote them more so that customers buy more e.g. Warburton’s because customers buy bread very often so it is often on promotion in Tesco. -Manufacturing: Tesco make their own brand products, they get information from this because they know how much it is costing them to manufacture these products, they can then put a reasonable price on the products so that they are giving their customers the best deal and they will be able to make profits if they know how much the product is going to cost them to manufacture. External -Government: Tesco get information from the government on things like how much they can legally pay their staff e.g. minimum wage, this is important information because they can use this to not spend too much on wages if they don’t need to but also to protect their staff. -Trade groupings: Tesco can use the information they get from trade groupings for things like their competitors because they will be meeting with these people and can then gain more of an insight into their business and Tesco can improve to be better. – Databases: Tesco can use the information they get from external databases in order to help their organisation, they can find out independently published databases on the sales of individual products that they sell. They can also get databases on how other competitors are doing so this information can help them to change their strategic direction if they need to. -Research: Tesco can do their own primary research into products and their customer service to see how they are doing but they can also use external secondary research, this can be done on forum sites where customers have reviewed Tesco and they can also do secondary research from people who have already published research and they can use this. -Reliability of data sources: If Tesco does a lot of secondary information then it is important that they find out how reliable to sources of the data are, if the person who took out the research is a reliable source e.g. a government source then they can use this well because they know that the information is reliable and will not mislead them but if it is from an anonymous source then it is not likely to be reliable and may be biased so it might not be the best idea to use this as it may lead to Tesco making wrong decisions. Task 2 (M1) Verbal information is an appropriate way of communicating and gathering information in Tesco because it allows for Tesco to get their information to their information to the customers quickly and would allow for Tesco to get all of their promotions out quickly and often verbal communication is a more persuading way of giving information and by giving the promotions verbally Tesco may be able to persuade their customers to buy more, so this would be an appropriate way for Tesco to get the information it needs across to its customers. The source of verbal information can come from sales, I think that this is an appropriate source for verbal information and for information in general because it comes from the customer themselves, it is normally a one on one encounter with the staff and the customer so this means that information is less likely to be manipulated because there is less people for it to go through before it can get used, so this source is reliable and valid because the info rmation is coming direct from the customer or the information is coming directly from the seller for promotions etc. Another type of information is written information, when Tesco uses this it is normally in the form of leaflets so that they can show their customers what is on offer at Tesco, it is an important and effective way of getting information across to the customer because it means that they can read it anytime they want, even when they are not in the store they can pick up the leaflet and see what is available at Tesco. Written information allows for the customer to view the information any time they want and it allows for Tesco to get the information out to many people at once, verbal information may not be appropriate when trying to get a lot of information out to a lot of people because it is often not possible to talk to many people at once other than a tannoy and also verbal information will only allow for information to be passed to people who are in the store at the time whereas written information can be given to people who are not in store. The source of written information could be marketing within Tesco, this is an appropriate source of written information because marketing has the right skills in order to make an effective leaflet that gets all of the information needed to the customer, they know from other departments what information needs to go into the leaflet e.g. what promotions are on or what jobs are available via human resources so they can then market and advertise this in a way that will attract customers to take and read the information. The final type of information that Tesco use is on-screen information, this is in the form of TV adverts and sometimes on screen adverts in store, this is a good way of getting information across to the customer about things that might be going on at Tesco e.g. new products or events that are being held. On-screen information is a good way of giving out information because customers will still remember what they have seen even after the advert has finished and this means they will remember what is happening or what products there is and if people see something they are interested in then they are likely to go and buy it as a result of the on-screen information, it also allows for Tesco to run adverts even when the stores are not open, it also allows for them to advertise directly to the customer in an environment that they are comfortable with because most people watch the television at home and will be relaxed and more likely to take in information. It is reliable because it has come directly from Tesco which means all of the information is what they want to share and all the information is correct. A source of on-screen information at Tesco is the marketing department, they are responsible for advertising and marketing all new products and generally advertising the organisation. They will be able to make the information clear and attractive using multimedia and on-screen and if customers are attracted to an advert they are likely to listen and be interested, allowing for the information to be shared to the customer. Marketing is a good source of information for on-screen because they know what they are doing and have the right skills to make an effective advert that is fit for purpose.

A.P U.S History Chapter 11 Study Guide - 1154 Words

1. Albany Regency-created by Martin Van Buren from NY. â€Å"Tightly disciplined state political machine in NY†. Not born into the elites. Van Buren had faith in the commoners. Allowed democracy to flourish, helped suffrage. 2. As a Bucktail, Van Buren’s goal was democracy and less power to elites. He helped create National Political parties, and went up against elite DeWitt. 3. 1840, changing voting qualifications changed and 90% of adult males over 21 could vote. 4. Universal manhood suffrage adopted first by Kentucky in 1792. Then Tennessee and Ohio. Only 5 states allowed African free men to vote; Maine, New Hampshire, Vermont, Massachusetts, and Rhode Island. 5. Africans and women couldn’t vote. Stemmed from†¦show more content†¦From the bank war emerged the two-party system. 17. In election of 1832, Jackson’s opponent Clay was painted as a defender of the bank and privilege. Won 219-49. 18. Anti-Masonic party. Went against Masoni c party (Jackson and clay were part of). Short lived. First to hold national nominating convention; quickly adopted by other political parties. 19. Whig Party-named that was used by advocates of colonial resistance to British measures in 1760s. Went against the democrats. Portrayed Jackson as a dictator. Second Two party system-still in place. Two major parties, not sectional or monolithic. Whigs stemmed from federalists. Democrats stemmed from Jacksonians 20. Laissez faire-economic freedom. Proposed by Jackson. Decision making powers rest with commercial interests. 21. Jackson killed the bank by getting popular vote. Small farmers in west and south as well as some in north didn’t trust the bank. He killed it by vetoing it. 22. Specie Circular- proclamation issued by Jackson in 1836 stipulating that only gold or silver could be used as payment for public land. 23. Panic of 1837- caused by expiration of bank, inflation, and no foreign investors. Unemployment rate s reached 10%. Gov. did not aid citizens in any way. Van Buren spent 4 years trying to improve econ. But failed. 24. Refer to 19. 25. Inherited Jeffersonian beliefs. Small independent farmers. Had nationwide appeal. Identified withShow MoreRelatedApa Guide Bryant Stratton7734 Words   |  31 PagesBryant Stratton College APA Style Guide Based on the Publication Manual of the American Psychological Association, 6th ed. Created by Melodie Fox, Dean of Instruction, Milwaukee With contributions from Molly McKnight, Lloyd Daub, Jan Kamholtz, and librarians and faculty across the Bryant Stratton College system. Bryant Stratton College APA Style Guide Rev. 4/28/10 1 Bryant Stratton College APA Style Guide This guide should help you determine citation format for some of theRead MoreAn Introduction to Hydrophonics and Controlled Environment Agriculture40110 Words   |  161 PagesIntroduction to Hydroponics and Controlled Environment Agriculture by Patricia A. Rorabaugh, Ph.D. University of Arizona Controlled Environment Agriculture Center 1951 E. Roger Road Tucson, AZ 85719 Revised December, 2012 TABLE OF CONTENTS CHAPTER 1: Controlled Environment Agriculture and Hydroponics: Past, Present and Future The Plant How to grow greenhouse crops Plant Protection: Insects and Diseases Basic Principals of Hydroponics Transplant Production Pollination, Fertilization and BeeRead MoreAn Evaluation of an on-Farm Food Safety Program for Ontario Greenhouse Vegetable Producers; a Global Blueprint for Fruit and Vegetable Producers51659 Words   |  207 PagesAn evaluation of an on-farm food safety program for Ontario greenhouse vegetable producers; a global blueprint for fruit and vegetable producers A Thesis Presented to The Faculty of Graduate Studies Of The University of Guelph by Benjamin J. Chapman In partial fulfillment of requirements for the degree of Master of Science February, 2005 ( Benjamin Chapman, 2005 Abstract An evaluation of an on-farm food safety program for Ontario greenhouse vegetable producers; a globalRead MoreEssay on Mintzberg 5 Ps of Strategy9155 Words   |  37 Pagesaspects. For example, in his popular book, Competitive Strategy, Porter devotes one chapter to Market Signals (including discussion of the effects of announcing moves, the use of the fighting brand, and the use of threats of private antitrust suits) and another to Competitive Moves (including actions to preempt com.~ petitive r e ~ p o n s e )Likewise in his subsequent book, Competitive Advantage, there is a chapter on Defensive Strategy that discusses a variety of ploys for reducing the probability Read MoreRyanair Analyses44239 Words   |  177 PagesEpismotology 2.1.2.1. Positivism 2.1.2.2. Hermeneutics 2.2. Methodology 2.2.1. Types of research 2.2.2. Types of data 2.2.2.1. Quantitative data 2.2.2.2. Qualitative data 2.2.2.3. Primary and secondary data 2.5 Reliability and validity 9 9 9 9 10 10 10 11 12 13 13 13 14 15 3. Theoretical framework 3.1. The structure of this thesis 3.2. Theory on strategy and competitive advantage 3.2.1. The Positioning School 3.1.1.1. Theory on Porter ´s Five Forces model 3.2.1.2. Theory of Generic Strategies 3.2Read MoreMerger and Acquisition: Current Issues115629 Words   |  463 PagesMANAGEMENT OF MUTUAL FUNDS PERFORMANCE OF MUTUAL FUNDS Mergers and Acquisitions Current Issues Edited by GREG N. GREGORIOU and KARYN L. NEUHAUSER Selection and editorial matter  © Greg N. Gregoriou and Karyn L. Neuhauser 2007 Individual chapters  © contributors 2007 All rights reserved. No reproduction, copy or transmission of this publication may be made without written permission. No paragraph of this publication may be reproduced, copied or transmitted save with written permission or in

The Movie Freedom Writers Erin Gruwell Essay - 850 Words

Summary The movie Freedom Writers is about Erin Gruwell who is starting her first year as an English teacher at Woodrow Wilson High School. This school is racially divided with many gangs and violence erupting at any time. Ms. Gruwell was the students main subject of hate too. After having a discussion with her students about what they were feeling about their lives and situations, she took the responsibility of educating the students no matter what the cost was. She would eventually get through to the teens by passing out journals for them to write their personal life stories in. As the year went on, the students started to trust Ms.Gruwell. The next academic year, she had the students getting along with one another and reading The Diary of Ann Frank. She faced many critics within the school, but she ultimately succeeded. Teacher Ms. Gruwell was more dedicated and determined than the other teachers at Woodrow Wilson High School. Even though she was warned by other faculty and staff members, she went in with an unbiased opinion of the students in her class. She led the classroom by not showing her frustrations when something went wrong or if a fight broke out. Instead of complaining about the lack of resources that the school provided her with, she found ways to get it herself by working more jobs. In order for her to lead the classroom, she tried to find common ground between her and the students. She tried to make them feel comfortable with her as their teacher. HerShow MoreRelatedFreedom Writers Critique1679 Words   |  7 PagesThe Freedom Writers   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Freedom Writers was released in 2007 on January 7. It was based on the book the Freedom Writers Diary by Erin Gruwell, who wrote the story based on a school name Woodrow Wilson Classical High School in Eastside Long Beach, California. This film tells a story about Erin Gruwell, who is a young teacher who just started her job as a freshman and sophomore English teacher at Woodrow Wilson High School. She is soon challenged by a group of Black, Latino and Asian gang membersRead MoreFreedom Writers : Film Review1085 Words   |  5 PagesFreedom Writers Film Review But even an ordinary secretary Or a housewife or a teenager Can, within their own small ways, Turn on a small light in a dark room. - Miep Gies Just like how Erin Gruwell (Hilary Swank) turned the lights on, in the dark room of 203. Freedom Writers is a film inspired by students of Woodrow Wilson High School as they experience the aftermath of LA riots. Los Angeles resembles a war zone back in the 1992. During this time in America, it all comes down to what a person lookRead MoreThe Freedom Writers1584 Words   |  7 PagesIntroduction Freedom Writers is a drama based on the book â€Å"The freedom writers’ diary† by Erin Gruwell and her students at the Woodrow Wilson Classical High School in California. The book is an agglomeration of the writings of these students, inspired by their teacher, to write about the experiences they had to undergo due to the racial tensions and violence existing in the society. The movie is an enrapturing representation of the way in which a teacher revolutionizes the process of classroom teachingRead MoreFreedom Writers By Jung Ah Choi1010 Words   |  5 Pagesindividual demonstrates their learning process. â€Å"Reading Educational Philosophies in Freedom Writers† by Jung-Ah Choi, breaks down the different methods of teaching through the film Freedom Writers. Freedom Writers is a film based on a true story about a young teacher, Erin Gruwell, who faces racial barriers at an integrated high school in Long Beach California. The article displays the teaching methods used by Gruwell in order to help her students face their academic struggles that are obstructed byRead MoreMovies Such As The â€Å"Freedom Writers (Lagravenese, 2007)†1661 Words   |  7 PagesMovies such as the â€Å"Freedom Writers (LaGravenese, 2007)† and â€Å"Precious Knowledge (Palos, 2011)† both support the central theme of discrimination and race within a school system. The students in both movies come from backgrounds experiencing poverty, gangs, and violence experiencing discrimination and the lack of support for their education, but overcome the stereotypes and battles to gain access to receiving their education at their fullest potential. Each movie involves students that were guidedRead MoreFreedom Writers Analysis Paper786 Words   |  4 Pa gesFreedom Writers Analysis Over the years, I had heard many positive things said about this movie, but yet I had never taken the time to rent the movie and watch it myself. That is why I am so glad that this movie was our assignment. Freedom writers far exceeded my expectations. It truly was touching to see an adaptation of real live stories come to play. Watching a young woman, a teacher, who was completely out of her element and her comfort zone, grow to actually take an interest in these kids thatRead MoreRacial Conflicts1152 Words   |  5 Pagesthe equality of every human causes racism. Humans need laws to follow and the lack of these laws cause conflict between humans. Erin Gruwell was optimistic about teaching a class of so many different backgrounds but it was much more challenging to get through to such angry teenagers. Racial conflicts in America include gang violence, and even murder. The Freedom Writers movie gives a clear description of the life that every teenager has to go through while there a re racial conflicts. In that environmentRead MoreThe Freedom Writers, Newly Licensed High School1679 Words   |  7 PagesIn the movie â€Å"The Freedom Writers, newly licensed high school teacher Erin Gruwell is teaching a large group of students who are different in race and ethnicity and are participants and/or indirectly affected by gang violence in L.A. The name Freedom Writers is a name given to her students by which they were inspired by the Freedom Riders activists in the Civil Rights Movement in the 1960s. The film is based on the true story of Woodrow Wilson High School in L.A. that has given up on students suchRead MoreFilm Analysis on Freedom Writers2290 Words   |  10 PagesFilm Analysis Essay on Freedom Writers Main Credits Title: Freedom Writers Director: Richard LaGravenese Scriptwriter: Richard LaGravenese Adapted from: The Freedom Writers Diary by Erin Gruwell Actors/Main characters: Hilary Swank-Erin Gruwell, Patrick Dempsey-Scott Casey, Scott Glenn-Steve Gruwell, Imelda Staunton-Margaret Campbell, April L. Hernandez-Eva Benitez, Jaclyn Ngan-Sindy, Jason Finn-Marcus, John Benjamin Hickey- Brian Gelsord, Plot Summary The movie â€Å"Freedom Writers† is based on a trueRead MoreRhetorical Analysis Of Freedom Writers1507 Words   |  7 PagesFreedom Writers is a movie based on the book The Freedom Writers Diary by teacher Erin Gruwell. The movie was directed by Richard LaGravenese and it was released in 2007. This movie discusses significant themes such as stereotyping and racial discrimination but most important the power of tolerance and understanding. The purpose of this movie is to promote the message that knowledge is power and in a world filled with disparities where hundreds of ethnic groups convey and interact humans are obliged

Borrowing Money And Taking Out Loans Essay - 1537 Words

Introduction Many decisions involve borrowing money and taking out loans. The need to take out loans can be crucial and necessary at different times. One example is the choice of taking out loans to cover for different things, such as college tuition, cars, homes and/or major appliances. People’s interest about credit or borrowing money can vary. People also prefer immediate gains over immediate losses. They also prefer delayed losses over delayed gains. Discounting rates in regards to the loan amount, time loan is received and interest amount can vary based on their delayed time. The attractiveness of the loan amount, the time the loan is received, and the interest amount and time can be evaluated differently . For example you are given a choice between a loan of $5,000 in 2 years and you must pay $200 and it is due in 6 months vs you receive a loan of $5000 in a week and you must pay $200 and its due in 6 months, you opinion on these to choices can be different in terms of how attra ctive they are to you. Taking loans can be a tough decision. Temporal discounting refers to the impact of time on the results in the future. In terms of temporal discounting experimental findings have indicated that loans that are received in a longer time are less valued vs loans that are received in a shorter time. Also, interest payments that must me paid in a longer time frame are easier to tolerate vs interest payments that need to be made sooner. Positive rating stimulus is used toShow MoreRelatedBenefits Of Borrowing Money While At The Same Time Should You Borrow993 Words   |  4 PagesWhen it comes to borrowing for higher education whether the funds come from family or student loans its always an issue of is there enough money for expenses while attending college. There are benefits of borrowing money while at the same time should you borrow. Students use loans for various reasons, but for some loans are just a financial burden. This article is researched on twelve students from a community college. All the students had taken out loans for school purposes as well as personalRead MoreCase Study : Wanda s Financial Advice884 Words   |  4 PagesWanda’s Financial Advice With Wanda financing her business out of her own pocket, she has no idea how to take out a loan to fund her expansion. With the right advice, Wanda’s business could really benefit from an expansion. The financial market is not easy to figure out, that is why Wanda should be educated on how some things work. First, Wanda should know what type of financial institution she wants to borrow from. There are two types, depository and nondepository. Depository is just like the localRead MoreThe Problem Of Higher Tuition855 Words   |  4 Pagesare having to take out larger educational loans. As a result, there has now been an intensive obligation to find out the factors contributing to this trend. Higher tuition is an obvious cause, but in order to understand the issue at hand, the unnoticeable causes need to be addressed. Students are obtaining large amounts of student debt because of a higher influx of qualified applicants, expectations of an ideal campus, and students being uneducated about the loans they are taking. One cause of theRead MorePersonal Loans : Pro Tips For Keeping The Peace And Keeping Your Commitment919 Words   |  4 PagesPersonal Loans: Pro Tips for Keeping the Peace and Keeping Your Commitment Personal Loans: Pro Tips for Keeping the Peace and Keeping Your Commitment Many of us have official obligations like credit card debt and less formal debts to friends or family members that include personal loans. Usually, one of these personal loans isn t structured by a formalized loan agreement, but it can be equally important to your reputation, relationships and financial budget to consider personal loans just as seriouslyRead MoreLifetime of Student Debt Essay649 Words   |  3 PagesJoshua Hovatter Ms. Henderson English 201 April 23, 2013 The Shackles of Student Debt? In this article, â€Å"A Lifetime of Student Debt,† Robin Wilson interprets the different views on taking out loans for college students. The recent worry has been that taking out student loans are â€Å"threatening the financial future of today’s college students† (Wilson 256). However, recent studies has shown that one-third of college students will have no debt after their academic experience. College studentRead MoreEssay On Regulating American Banks1033 Words   |  5 Pagesassumed office, he vowed to restructure the elephantine law which had recast financial regulation following the 2007-08 crisis. Thus, he asked Steven Mnuchin, the Treasury secretary to measure all the rules of America against 7 broad principles, bail-outs prevention by taxpayers as well as instituting more efficient regulations inclusive. Mnuchin provided a report on banks where he proposed installments to cover capital markets, asset, and insurance management together with financial te chnology andRead MoreThe Real Estate Market Crash1525 Words   |  7 Pagesreal estate market crash in 2007-2009 more than 8.5million people lost their homes as a result of foreclosure. Some of these home foreclosures were the result of the typical reasons that people often lose their homes such as illness, divorce, poor money management, death of a spouse, or legal issues. However, during the real estate crash of the last decade most foreclosures were the result of some circumstances that were unique to that time. The national unemployment rate soared during this timeRead MoreStudent Loan Loans Should Not Be Forgiven938 Words   |  4 Pages Should student loan borrowers be forgiven for their debt? The cumulative total of student loan borrowing has already reached $1 trillion dollars already make up more than half of what Barack Obama is pushing to cap the amount any borrower must pay back and forgive outstanding debt after 20 years, even so calling to forgive some or all of the debt that is escalating. Robert Applebaum, the Author behind the Student Loan Forgiveness Act, believes that student loan should be forgiven to highlight anRead MoreNot A Student Loan For College Essay1238 Words   |  5 Pagesstudent loans and repayment issues. In electing to secure a student loan for college, prospective students or parents should realistically, forecast or measure probable (anticipated) student debt. In particularly, with students aspiring to attend college, several organizations or subsidiaries, and for-profit institutions cash in on unknowledgeable hopefuls contributing to the student loan debt dilemma/crisis (or student d ebt). The college costs and financial constraints for student borrowing, if ill-preparedRead MoreHow Budgeting And Spending Habits1670 Words   |  7 Pages A Fool And His Money Are Soon Parted by Thomas Tusser Tera L. Overcast-Davis Daymar College The safest way to double your money is to fold it over and put it in your pocket. I think sometimes this is the best thing to do when learning of a new tax that I am going to have to pay or some expense that I did not plan on paying. In reality, a person does not want to stick their head in the sand but to plan short and long term goals so that he or she is prepared

Egyptian Pyramids Essay Example For Students

Egyptian Pyramids Essay The Egyptian pyramids have been the subjects of many outlandish claims and construction theories for centuries. The Great Pyramid for example has been associated with pyramid power, curses, Atlantis, the Bermuda Triangle, Biblical prophecy, Martian faces, advanced civilizations, space aliens, cavity resonators, and even levitation. It is not surprising that some that have proposed such theories have been dubbed pyramidiots. This paper will attempt to give a more logical solution to the methods ancient Egyptians may have had used, and the problems they may have had, using factual information, scientific evidence and a bit of common sense. It is time for a rational explanation of how the pyramids were constructedan explanation that relies on nothing extraordinary, technologically advanced, paranormal, supernatural, mystical, psychic, or extraterrestrial powers. The Egyptian pyramids aesthetic beauty, its geometrical shape, its complex system of internal features, and the precision of i ts construction beckon us to search for a design scheme. It seems unlikely that the builders would have undertaken such a monumental construction project without a comprehensive plan. Unfortunately, no records, plans, blueprints, or direct accounts of the pyramids construction have survived. There is no inscriptions or texts, and the names of the architects remain unknown. There is no way of knowing exactly how the ancient Egyptians built the pyramids, in a time of only primitive tools, and at best only simple machinery. There are many theories of how the Egyptians gained their knowledge of math and science to build these amazing structures. The blocks used to build the pyramids are composed of granite and or limestone; each single block has an estimated weight of approximately two and a half tons. Each block would to have been quarried or cut, and then hauled to the work site, and eventually placed in the correct position. The Egyptians had an amazing understanding of math, which helped them plan the erection of the pyramid, but the only driving force behind them was manpower. The actual people who built the pyramids were all voluntary workers; they were not slaves contrary to popular belief. New archaeological evidence shows that those who dragged and laid these two and a half ton granite slabs were condemned to an early grave, and they died with deformed bones and broken limbs. An Egyptian excavation recently uncovered the burial ground of hundreds of workers who helped to build the great pyramid for King Cheops 4500 years ago. Originally over one hundred and forty six meters high, it is the tallest of the three famous pyramids at Giza near the Nile delta. The workers burial ground is one kilometer west of the pyramid, close to their living quarters. Zahi Hawass, the Egyptian archaeologist leading the excavation says that most of the workers skeletons have abnormal outgrowths known as osteophytes, which are caused by chronic heavy labor. The joints of numerous bones show wear and tear and many bodies have damaged spines. Six skeletons have severed limbs or splintered feet. Workers died on average between the ages of thirty and thirty-five, compared to between fifty and sixty for members of nobility. ?They literally worked themselves to death,? says Hawass. This evidence shows they did in fact use human power in the construction of pyramids but it does not explain how a group of men were able to lift a two and a half ton piece of rock. It also does not explain how these rocks were carried from the quarry, or how it was lifted up the pyramid, as it became taller. If one was to build a pyramid today assuming the slabs were already cut and ready to put together the fastest and easiest way to move them would be a crane. In order to get an exact placement of the slab it would take the crane nearly one day to position itself and drop the block in place. The pyramid Khufu has about two million three hundred thousand stone blocks; its dimensions are four hundred eighty one feet in height, seven hundred fifty six feet in length and its base covering a little over thirteen acres. The pyramid is a geometrical wonder it is absolutely level and perfectly square, the mathematical skills of the people are not at all contested, but there are many theories on how they were able to carry out this magnificent feat without a crane. It is not known how the Egyptians got the stones from the quarry to the work site. They must have been dragged, for there was not enough surface area for even a team of reasonably strong men to pick up the two and a half-ton slab. Th e most likely method of getting the blocks to the top of the structure was through massive construction ramps. Exactly how the ramps were laid out is unknown, but they may have been straight or in a spiral pattern around the pyramid. The ramps may have been topped with a surface of clay called tafla. Tafla, when wet, becomes very slippery and may have allowed the Egyptian builders to use shorter, steeper ramps than might have otherwise been possible. By wetting the ground in front of the block a slick path would be created allowing the stone to be dragged by rope as it sat on sledges. .ue2867e55063c8adc64c9e9e5ec3ffb50 , .ue2867e55063c8adc64c9e9e5ec3ffb50 .postImageUrl , .ue2867e55063c8adc64c9e9e5ec3ffb50 .centered-text-area { min-height: 80px; position: relative; } .ue2867e55063c8adc64c9e9e5ec3ffb50 , .ue2867e55063c8adc64c9e9e5ec3ffb50:hover , .ue2867e55063c8adc64c9e9e5ec3ffb50:visited , .ue2867e55063c8adc64c9e9e5ec3ffb50:active { border:0!important; } .ue2867e55063c8adc64c9e9e5ec3ffb50 .clearfix:after { content: ""; display: table; clear: both; } .ue2867e55063c8adc64c9e9e5ec3ffb50 { 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; } .ue2867e55063c8adc64c9e9e5ec3ffb50:active , .ue2867e55063c8adc64c9e9e5ec3ffb50:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue2867e55063c8adc64c9e9e5ec3ffb50 .centered-text-area { width: 100%; position: relative ; } .ue2867e55063c8adc64c9e9e5ec3ffb50 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue2867e55063c8adc64c9e9e5ec3ffb50 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue2867e55063c8adc64c9e9e5ec3ffb50 .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; } .ue2867e55063c8adc64c9e9e5ec3ffb50:hover .ctaButton { background-color: #34495E!important; } .ue2867e55063c8adc64c9e9e5ec3ffb50 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue2867e55063c8adc64c9e9e5ec3ffb50 .ue2867e55063c8adc64c9e9e5ec3ffb50-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue2867e55063c8adc64c9e9e5ec3ffb50:after { content: ""; display: block; clear: both; } READ: Kuwait Red Crescent Society and Zero Sum budgeting EssayA man by the name of Joseph Davidvovits began to contest this classical theory of pyramid construction in 1979. His ideas and research may force even Egyptologists to revise their thinking about how the pyramids were built. Davidovits suggests that the Egyptians actually used man-made stone that was cast at the pyramid site, where it was needed. The process, he says involved pouring slurry of crushed limestone and special mineral binder into wooden molds. Within a few hours the mixture would harden into material almost indistinguishable from rock. Such a construction method would have taken less time, and required far fewer workers. In 1984 Davidovits presented his conclusions from a analysis of rock samples from three of the pyramids and two limestone quarries at Turah and Mokhatam, traditionally associated with pyramid building. He found that the pyramids samples contained traces of minerals that were not found in the quarry. Instead, they contained as much as 13 percent of what Davidovits calls a ?geopolymeric? binder. In addition, microscope examination of the samples showed that the quarried limestone consisted almost entirely of lightly packed calcite crystals that gave it a uniform density. In contrast, the casting stone was less dense and contained numerous air bubbles. Consequently if the casting stones were natural limestone, and did not match that of the quarries than where did the Egyptians get there stone? There are other clues that suggest that the Egyptians poured the pyramids. The ingredients deeded for the mineral binder- sodium carbonate, various phosphates, quartz, and Nile si lt, were all readily available to the Egyptians. In addition the casting stones had a millimeter thick surface coating that appears to consist entirely of this binder. Davidovits suggests that during setting some of the binder came to the surface to form a ?skin?, it was the presence of this obviously man made coating that originally prompted him to look for traces of this material within the rock itself. This idea of manufactured stone helps to explain how the sides of the casting stone were so smooth and straight, maybe to straight for a man to quarry, cut, and shape the stone. This could also explain how the Egyptians were able to get the blocks to fit so well together that a postcard cannot even be inserted in between them. The sides of the previously molded blocks could be used as the walls for making the stone in between them. With this system, and a primitive form of concrete, the Egyptians may have completed pyramid construction within a relatively fast and effortless period of time. A virtual assembly line could have been created with workers each carrying small amount of water, silt and rock to the work area with another team preparing molds and binders. This theory presented by Davidovits was developed nearly twenty years ago; it still remains only a theory. Egyptologists are torn between the two conflicting ideas of how the pyramids were constructed. Either way the building of these marvel tombs is an amazing feat to be done over four thousand years ago. In a time not known for its sophisticated tools or machinery the ancient Egyptians were able to harness their knowledge to complete the undertaking of this enormous task. Despite this research and archeological findings many people still believe the Great pyramids were built for some kind of a higher purpose, many claims say they are built in the exact geometric center of the earth; and they also directly correlate to the constellations. These people believe the pyramids contain an astronomical pow er, some think they are some kind of stars gate. These people believe the Egyptians possessed a lost technology that may have sunk with city of Atlantis; some believe aliens were the inspiration, and force behind theses erections, others think the pyramids were the divine influence of god himself in his preparation for the second coming of Christ. It would probably be absurd to think the Egyptians built the pyramids with only an understanding of mathematical concept, hard work, and a lot of time. ). .ue986ad4120494901b5f4bea70b7b0970 , .ue986ad4120494901b5f4bea70b7b0970 .postImageUrl , .ue986ad4120494901b5f4bea70b7b0970 .centered-text-area { min-height: 80px; position: relative; } .ue986ad4120494901b5f4bea70b7b0970 , .ue986ad4120494901b5f4bea70b7b0970:hover , .ue986ad4120494901b5f4bea70b7b0970:visited , .ue986ad4120494901b5f4bea70b7b0970:active { border:0!important; } .ue986ad4120494901b5f4bea70b7b0970 .clearfix:after { content: ""; display: table; clear: both; } .ue986ad4120494901b5f4bea70b7b0970 { 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; } .ue986ad4120494901b5f4bea70b7b0970:active , .ue986ad4120494901b5f4bea70b7b0970:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue986ad4120494901b5f4bea70b7b0970 .centered-text-area { width: 100%; position: relative ; } .ue986ad4120494901b5f4bea70b7b0970 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue986ad4120494901b5f4bea70b7b0970 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue986ad4120494901b5f4bea70b7b0970 .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; } .ue986ad4120494901b5f4bea70b7b0970:hover .ctaButton { background-color: #34495E!important; } .ue986ad4120494901b5f4bea70b7b0970 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue986ad4120494901b5f4bea70b7b0970 .ue986ad4120494901b5f4bea70b7b0970-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue986ad4120494901b5f4bea70b7b0970:after { content: ""; display: block; clear: both; } READ: The Ryder Cup Essay

The Point

The Point-Counterpoint of Jan Steen Essay During the 17th century, Dutch genre painting flourished, appealing to middle class patrons by depicting everyday life with charm and often a moral. Jan Steen was among the most successful genre painters, weaving witty commentary into his pictures of merriment. Rhetoricians at a Window, c. 1661-1666 (oil on canvas, 29 7/8 x 23 1/16 inches) serves as an exemplar, depicting a naturalistic scene combined with layers of meaning. Even the title may be read on many levels. Just as a rhetorician may refer to an eloquent speaker, so, too, may it allude to a pompous or bombastic person. Rhetorician also conjures up the notion of rhetoric, or the act of making a persuasive argument based on a point and counterpoint structure. This painting cleverly provides several layers of point-counterpoint arguments revealed through visual analysis, careful reading of physiognomy of the figures, and assessing the composition as a whole, including how it engages the viewer. Visually, Steen presents a naturalistic scene set in a tavern or inn, believable in its details. Four prominent figures are easily readable, not cartoonish or types, but portrayed with individualistic features. We will write a custom essay on The Point-Counterpoint of Jan Steen specifically for you for only $16.38 $13.9/page Order now Two more shadowy figures emerge from the background. The four figures up front are framed in a window that fills the upper 2/3 of the painting, pushed forward in shallow space to the picture plane. The location is identifiable as a public place where drink is served by the prominent, diamond-shaped sign, nailed to the window frame just off center, hanging in the lower third of the painting. The sign features crossed swords, common symbols for power, protection, justice, courage, and strength. Here, the crossed swords also serve as an apt emblem for the crossed arguments of the point and counterpoint of rhetoric. Across the top of the painting is a swag of grapevine, with a bunch of grapes just right of center and another bunch on the far left, as the vine tumbles down the left window frame. The lively swoop of the grapevine softens the strong geometry of the rest of the composition. The window dominates the frame and is comprised of a central cross inside its rectangular shape, suggesting the possibility of a moral at the center of this story. The cross also implies a crossroad, choices to be made when a point and counterpoint intersect. Both the top of the window’s rectangle and the bottom of the sign’s diamond are cropped out of the picture, creating an immediacy and aliveness of a zoomed-in vantage point. The diamond of the sign is mirrored in diamond-shaped leaded glass in the top two quadrants of the cross. Close examination reveals that two of the panes are broken, perhaps by revelers inside. The brick structure of the building adds more geometry with stabilizing verticals and dominant horizontals, which buttress the horizontal window ledge. The colors are earthy and muted, reflecting the earthy scene. The red velvety cap of a figure just right of center immediately attracts attention, but the rest of the palette is marked by shades of brown, golden yellow, and soft green. The bricks appear textural, accomplished through illusionistic shadow in the mortar to suggest depth, and laying down smooth layers of multiple color, with oranges and greens highlighting the tans and browns, as if the architecture were alive and organic, changing colors over time. The sign’s diamond frame is matted in deep brown, mustard yellow and rust, indicating a place of lusty, earthy pursuits. The day is warm enough for the shutters to be open, revealing the scene, yet the hint of color on the grapevine and a bare branch to the right suggest the transformations of autumn. As the leaves turn colors and fall, Steen hints at the passage of seasons, time, and life. Steen’s attention to detail is not overworked and suits the scene. Paint is laid smoothly, and up close, individual strokes are apparent. But only the faces of the figures are detailed. .u7e265f73193b452347380a8d67f19ae7 , .u7e265f73193b452347380a8d67f19ae7 .postImageUrl , .u7e265f73193b452347380a8d67f19ae7 .centered-text-area { min-height: 80px; position: relative; } .u7e265f73193b452347380a8d67f19ae7 , .u7e265f73193b452347380a8d67f19ae7:hover , .u7e265f73193b452347380a8d67f19ae7:visited , .u7e265f73193b452347380a8d67f19ae7:active { border:0!important; } .u7e265f73193b452347380a8d67f19ae7 .clearfix:after { content: ""; display: table; clear: both; } .u7e265f73193b452347380a8d67f19ae7 { 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; } .u7e265f73193b452347380a8d67f19ae7:active , .u7e265f73193b452347380a8d67f19ae7:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u7e265f73193b452347380a8d67f19ae7 .centered-text-area { width: 100%; position: relative ; } .u7e265f73193b452347380a8d67f19ae7 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u7e265f73193b452347380a8d67f19ae7 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u7e265f73193b452347380a8d67f19ae7 .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; } .u7e265f73193b452347380a8d67f19ae7:hover .ctaButton { background-color: #34495E!important; } .u7e265f73193b452347380a8d67f19ae7 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u7e265f73193b452347380a8d67f19ae7 .u7e265f73193b452347380a8d67f19ae7-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u7e265f73193b452347380a8d67f19ae7:after { content: ""; display: block; clear: both; } READ: Mask Sorry by Natalia Nesterova EssayWhile the hands of the up front figures hint at tendons and veins without being meticulous, the hands of the figures behind are crudely drawn, suggesting their crude activities. Long brushstrokes create the simple clothing of the figures. Their plainness suggests the men are middle or laborer class. Just as Steen carefully chooses what to depict with detail, so, too, does he use frames within frames as a deliberate device. In addition to filling the picture frame with a close up of the scene, Steen also creates another frame with the window, where the figures congregate. Each quadrant of the window creates frames, with the two lower quadrants filled by the men. Three figures break the window frame illusionistically. One on the left leans out the window, with his elbow over the ledge, while another on the right rests his head on his hand, elbow perched on the window frame. A standing figure on the right, grasps the central frame, joining the two quadrants with a v-shaped arm. Separating the figures by the construction of the crossed window frame suggests that they represent different points and counterpoints. Each figure has a narrative, with a distinctive face and gestures full of information. The man on the left leaning out the window, with a pince-nez perched on his bulbous nose, forehead highlighted by an unseen, somewhat ambiguous light source, holds a sheet with writing just discernible. It may read â€Å"List,† and with his heart shaped mouth open and smiling, he acts as a rhetorician reading the paper’s list. His merriment suggests he is not the author of the article, or if he is, he satirizes another’s words. In his cotton shirtsleeves and leather vest, with a starched collar (though not the elegant gathered ruff), this man appears the most affluent of those gathered. His mirthful, or perhaps sarcastic, reading of the tract commands attention. The man behind him, mouth open, perhaps also speaking, seems both serious and willing to follow the orator. In the rear is a man, head tipped all the way back, downing a drink with no refinement or subtlety, light just catching the rim of the glass. In the right hand quadrant, the narratives become more subtle. In front, the figure leaning on his hand, grasps an enormous tankard, brightly lit from the left, with his other. His large nose is also highlighted, as if projecting the effect of the former on the latter. The look on his face suggests that even though he is listening to the reading, he is bored, as if he has heard it all before, and feels condescension for the speaker whom he considers a blowhard. The drink in the tankard will see him through. The pipe, an unused source of pleasure tucked in his jaunty hat brim, points with its bowl in a strong diagonal away from the scene, where for him, life may be more amusing. In contrast to his airs, the seam of his jacket sleeve has split. Just behind him is the standing figure whose ruddy complexion also suggests familiarity with drink. His red, velveteen turban, with its wispy feather, appears flamboyant enough to suggest the artist himself and similar to one used in his self-portrait. The headgear may be tipped with metal bells, so that Steen cleverly positions himself as the wise Shakespearean fool. This figure is the only one who acknowledges the viewer, and his red cap makes him hard to ignore. His direct gaze marked by a white daub of paint creating a twinkle, along with his sly grin and upraised finger pointing vaguely toward the viewer, all seem to say, â€Å"see, I told you. This directness brings the viewer into the scene as an invited guest of the artist and into the argument about its meaning. The figure seems to raise the question of who is the fool here? He may dress the part, but he instructs the viewer to consider the folly of the orator who seems so confident in his mirth. The title refers to Rhetoricians, plural, so that not only is the speaker a rhetorician, but so too is the standing figure, who argues a point of view. With the direct gaze of the figure and the head on vantage point of the scene, the viewer is perhaps placed in a window across the alley. .udfb5cf6a5236a680b5a01d03ac8849e1 , .udfb5cf6a5236a680b5a01d03ac8849e1 .postImageUrl , .udfb5cf6a5236a680b5a01d03ac8849e1 .centered-text-area { min-height: 80px; position: relative; } .udfb5cf6a5236a680b5a01d03ac8849e1 , .udfb5cf6a5236a680b5a01d03ac8849e1:hover , .udfb5cf6a5236a680b5a01d03ac8849e1:visited , .udfb5cf6a5236a680b5a01d03ac8849e1:active { border:0!important; } .udfb5cf6a5236a680b5a01d03ac8849e1 .clearfix:after { content: ""; display: table; clear: both; } .udfb5cf6a5236a680b5a01d03ac8849e1 { 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; } .udfb5cf6a5236a680b5a01d03ac8849e1:active , .udfb5cf6a5236a680b5a01d03ac8849e1:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .udfb5cf6a5236a680b5a01d03ac8849e1 .centered-text-area { width: 100%; position: relative ; } .udfb5cf6a5236a680b5a01d03ac8849e1 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .udfb5cf6a5236a680b5a01d03ac8849e1 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .udfb5cf6a5236a680b5a01d03ac8849e1 .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; } .udfb5cf6a5236a680b5a01d03ac8849e1:hover .ctaButton { background-color: #34495E!important; } .udfb5cf6a5236a680b5a01d03ac8849e1 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .udfb5cf6a5236a680b5a01d03ac8849e1 .udfb5cf6a5236a680b5a01d03ac8849e1-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .udfb5cf6a5236a680b5a01d03ac8849e1:after { content: ""; display: block; clear: both; } READ: Comparing "Arts of the Contact Zone" EssayThe speaker is reading the tract for the viewer’s edification. The viewer makes a choice-to stay separate or become another rhetorician at a window. Since the viewer stands on the same side with the light source, Steen suggests that the viewer has the knowledge and common sense to make a good choice. The viewer is also given the choice about who to believe-the figures on the left or the figures to the right. Steen argues his own position. The standing figure breaks the boundary between the two quadrants, but stands firmly on the right. The sign and the bunch of grapes in the vine just above are both off center, favoring the right. The heads of the figures on the left form an arrow pointing toward the right, while the figures on the right make an upright â€Å"v† with the inclusion of a ghostly specter of a figure behind. These visual cues invite the viewer to take a position, to follow the lead of the standing, all-knowing fool. The painting then sets up a tension of right and left, wise and foolish, knowing and ignorant, insightful and oblivious. This duality coincides with the rhetoric of persuasive argument, point and counterpoint. The crossed swords of the sign are presented as a challenge of the counterpoint to the point, while also advocating that the viewer be courageous and take a stand. Steen wittily argues that each person makes choices about how to face life’s challenges-to drink oneself into oblivion, to mock life, to follow without thought, to be bored and judgmental, or to laugh at the folly of mankind. On the one hand, the left quadrant argues for merry making with drink and ideas. No idea is so important it cannot be laughed at and questioned. On the other side, the right presents doubters, naysayers, and those who laugh at it all. The vertical that divides the two poles of argument seems unyielding, yet the clever man can reach around and grab the best of both, uniting the laughter. The grapevine seconds the fool’s implication that life is full of the folly of man. The vine’s subtly highlighted leaves transition from the green of summer, color fading before the viewer’s eyes, into the golden tones of autumn. The grapevine’s message is that the party is coming to its seasonal end, just as folly in the moment will also pass as the seasons’ turn. It sweeps across the picture and down, transcending and unifying any artificial boundaries, creating a curtain that reveals the stage set of the scene. The viewer is reminded that the frame, that is the painting, and its visual elements are theatrical and artificial. Steen again seems to reference Shakespeare with â€Å"all the world’s a stage,† and as life passes by, enjoy the moments full of frivolity and foolishness. Steen as rhetorician argues that the party of life will come to an end. In the meantime, the unifying grapevine tops it all, reminding the viewer to make merry, a message that no doubt appealed to middle class art patrons. The viewer can make sense of what is shown, assess the moral implications, and take a stand. Like the fool, the viewer can embrace both sides of life, with all its contradictions. Living a moral life does not preclude having pleasures. Steen points to the viewer and encourages living a good life, but full of joy in the moment. Laugh, and become a rhetorician looking out the window on life.