Visual analysis paper of greek pottery Assignment

Visual analysis paper of greek pottery - Assignment Example The vessel had themes of encyclopedia of mythology. It exploits of Peleus and his son Achilles (the hero of Homer’s Illiad). Dionysos and Two Satyrs The vessel came into being in the years 500 BCE. The vessel was amphora shaped. The material used to make the clay was Corinthian which in other words reffered to as the beige clay is commonly. The vessel’s decorativeness technique comprises of geometric and organic forms which are limited to the shoulder of the vessel. The composition of the vessel is that of the registered one and it comes in distinct forms like silhouetted, ones filled in with color. The details of the vessel are done by great accuracy and incision. The effect of the vessel is that of a decorative and appears in two-dimensional. Dionysus in a Boat This relic: the vessel â€Å"kylix† came into being in the years 540 BCE and was made by an artist by the name Exekias. It measures 12† in diameter. The material used in making this vessel is known as Attic or in other words the orange clay. The technique employed is that of the â€Å"black† figure; black glaze. The details of the vessel are very much incisive. The decorativeness forms of the vessel are very much organic. The compositions of the vessel are those that are narrative and figures that do not necessarily conform to the shape of the vessel. Herakles Strangling Nemean Lion This Greek relic; â€Å"amphora† came into being in the year 525 BCE. ... The composition of the vessel is very much registered. The narrative bit of the vessel is limited to the body of the vessel while decorative bit of it is expounded on the geometric patterns and limited to the border areas and arms. Death of Sarpedon This Greek relic; the vessel â€Å"krater† was brought into being in the years 515 BCE by artists going by the names Euxitheos and Euphronios. The material that the artists have used is the Attic or better known as the orange clay. The technique used in this relic is that of the red figure, which is an inversion of the black figure and has the background around the figures painted in black. The details are no longer incised but painted in black. He decorativeness effect are the geometric patterns and limited to the border areas. The composition is registered and the narrative bit of it is limited to the body of the vessel. The figure depends less on the profile view and embraces foreshortened and overlapping limbs that interest in facial limbs. Lapith and Centaur This Greek relic; â€Å"kylix† was made in the years 490 BCE. The artist who made it is known as the â€Å"Foundry Painter†. The material used is the Attic or in other words the orange clay. The technique used is the red figure. The decorativeness of the vessel bounds along the geometric patterns that are limited to the border areas. The composition is non-registered while the narrative conforms to the body of the vessel. The figures are shortened and overlapping limbs that interest in facial expressions. Archaic Period - Rycroft Painter Column Krater (Mixing Bowl) comparison In comparison with the above described relics, this vessel embodies the epitome of finesse and precision. It dully conforms to the works of the Greek Archaic period

Analysis of the underlying causes Domestic Violence against Women in Essay

Analysis of the underlying causes Domestic Violence against Women in Pakistan - Essay Example With the upsurge in media channels, newspapers and different information access points coming of age, the world is getting to know the dark side behind the domestic woman of Pakistan, within the four walls of her home or of her master’s. The mechanism which could be discussed here in line with the control and prevention of domestic violence against women in the country comprise of first and foremost an understanding that the women are being treated rather shabbily within the state. It is this realization of the grave problem that could tackle half the problem in a whisker. The police authorities fail to curb the crimes that are committed on these women because they do not accept that the crimes are carried out in the first place. This is because the system of bribery is rampant within the society and police authorities of Pakistan, according to recent surveys carried out globally, is the most corrupt organization followed up by judiciary, which speaks volumes of the law and order situation that is present within Pakistan. Now domestic violence against women becomes an all the more significant aspect since it is seldom being reported to the authorities and in most of those cases the matters are hushed up before they could be moved ahead any further. Whilst drafting a five year plan for the control and prevention regimes of domestic violence within Pakistan, it is pertinent to know what the real factors behind devising such a plan are. If only the factors are ascertained beforehand, it would give a clear idea as to the eventual ramifications in the lead-up to the results and findings of the violence that is taking place within the nation. There is the subject of poverty and lack of education that kicks off the topic of domestic violence. Then men are frustrated with the norms of the society and tend to vent their feelings by taking out violent means on the women within their homes. Also the aspect of having

Study On The Relative Clauses English Language Essay

Study On The Relative Clauses English Language Essay INTRODUCTION We use language to express our thoughts, plans, and our ideas which, most of the times are not simple. As a result, language that we use to convey those is also not simple. Very often, while communicating we want to express ourselves as clear as possible so we determinate what are we actually talking about. Relative Clauses enable the speaker to be more specific and add additional information about the referent, in writing they make writing more sophisticated. The topic of this paper is going to be, precisely that Relative Clauses and it is going to be divided into three parts. The first part of this paper, and the starting point of this work, is going to be focused on English Relative Clauses. Furthermore, their form and function in English language. The second part of the paper is going to present all these elements (structure and function) of Relative Clauses in Albanian Language. The third part of the paper will be focused on the comparing and contrasting Relative Clauses in English and Albanian. This is going to be realized by constantly extracting examples from the well known novel written by James Joyce, Ulysses, in English and the translated form of the same in Albanian by idler Azizi. The last part of the paper will be recapitulation of all the previous mentioned elements and we will drown the conclusion based on the work and sentences given within the paper. The conclusion will finally provide us with the actual results upon the assumption that Relative clauses in English and Albanian should have certain elements in common and therefore contain, to certain extent, similarities. On the other hand this paper will also represent the differences that Relative clauses in both languages might have. The purpose of this paper is to reflect upon the Relative Clauses which are used widely in everyday language. It is focused on Albanian and English language so the readers can, at least, by the examples used, have a clear picture of the issue. Readers, whether they are students of English language or Albanian or even those that languages are not their field of study, are left to judge how helpful this paper will be to them. Hopefully, it is going to serve its purpose and at least, be a small guide into the wide scope of language. RELATIVE CLAUSES IN ENGLISH In English Grammar books and other resources (electronic ones), that are the point of reference in this description, Relative Clauses are treated under the umbrella of Noun Modifiers, as a subordinate clause. We will firstly start from the definition of the Relative Clause as the starting point of our further analysis. Afterwards, after proving the definition through examples we are going to prove the correctness of the definitions and furthermore construct our own examples in order to insure that the form has been understood appropriately. The source grammar books of this paper are: English Grammar, Morphology written by Prof. Dr. Jashar Kabashi  [1]  , English Syntax by Prof. Dr. Vesel Nuhiu  [2]  , A Students Grammar of the English Language by Sidney Greenbaum and Randolph Quirk  [3]  , The Grammar Book by Marianne Celce-Murcia and Diane Larsen-Freeman  [4]  , English Grammar in Use written by: Raymond Murphy  [5]  , Headway, written by Liz and John Soars and A Comprehensive Handbook of English Grammar written by Prof. Dr. Shykrane Gà «rmizaj.  [6]   The electronic sources used for this paper is: Wikipedia (the electronic encyclopedia)  [7]  and The analysis made by HUNTER COLLEGE published on their web page: rwc.hunter.cuny.edu  [8]   A relative clause (in some grammar books referred as *nominal relative clause) is a subordinate clause that modifies a noun phrase, most commonly a noun. For example: the man who wasnt there The phrase contains the noun man, which is modified by the relative clause who wasnt there.  [9]   We can notice in the example above that the italic clause comes after the noun that it modifies so we can state that it is a noun post modifier. This is why some grammarians state that a Relative Clause is a type of complex postnominal adjectival modifier used in both written and spoken English.  [10]   E.g. San Antonio is a city that has experienced very rapid growth.  [11]   She is the teacher that I was talking you about yesterday. It is the music that is famous in the world. They are the boys that like studying. As we can notice the words in bold are nouns and those italic are relative clauses that modify the nouns preceding. *Greenbaum and Quirk, A students Grammar of the English Language 2.1 The Structure of Relative Clauses   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  As mentioned above, Relative clauses are one kind of dependent clause, introduced by a relative pronoun that refers to the main noun the clause depends upon. A relative clause always immediately follows the noun it modifies.  [12]   Rel.pro I read the book that is on the first shelf. Main clause Rel. clause   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A relative pronoun is usually the first word of a relative clause; however, in some cases the pronoun follows a preposition:  [13]   The flight on which we wanted to travel was fully booked. Additionally, when the relative pronoun is not the subject of the relative clause, it may be omitted entirely (especially in spoken English): I didnt see the movie (that) you were mentioning last night. When the pronoun is the subject, it cannot be omitted: I fixed the car is very old. Relative pronouns Relative pronouns comprise two series: Wh- element (including indefinite relative pronouns): who, whom, whose, which, what etc. That and zero, the latter indicated below as ( )  [14]   Adverbial pronouns: when, where, why, how The noun to which a relative pronoun refers is called the ANTECENDENT.  [15]   A relative pronoun refers back to a noun in the preceding clause.  [16]   They differ based on antecedent, moreover whether the antecedent is personal or non-personal. I know the person who was mentioned at the meeting. I have heard the song that/ which you were singing yesterday. The lady that is sitting over there is my mother. In the example a) above we may noticed that the relative clause modifies the noun person and the pronoun used to indicate the Relative Clause is who whereas in b) example the relative pronoun used is that or which and modifies the noun song. In c) example the relative pronoun that indicates the relative clause is that and it modifies the noun lady. That is more usual than which.  [17]   ! Remember that in Relative Clauses we use who/that/ which, not he/she/it:  [18]   I have never seen the girl who lives next door. (not the girl she lives) Wh-element The wh-element may be a pronoun, such as whoever and what, an adverb, such as where.  [19]   With who and whom the antecedent must be personal, with which it must be non-personal; with whose the antecedent is usually personal but can also be non-personal.  [20]   That is the school which I was talking you about. That is the teacher who teaches us in the University. That is the teacher (school) whose number I gave you. The teacher whom I wanted to meet was on lunch time. Indefinite relative pronouns These are relative pronouns + the suffix ever: Whoever: personal Whatever: non-personal and personal Whichever: non-personal and personal *Whomever: is correct but most people say whoever  [21]   Take whatever measures you consider best. Wherever you go, I will contact you. Indefinite relative pronouns in ever have no antecedents in the sentence. They do not refer to the specific persons or things but to anyone/anything no matter who or what he/she/it or they may be.  [22]   Wh-element may express either SPECIFIC meaning (where the -ever suffix is disallowed) or a NONSPECIFIC meaning (generally indicated by the presence of the -ever suffix):  [23]   SPECIFIC: February is when the exams start in our University. (the exact month) NONSPECIFIC: Whoever cheats in the exam will be asked to leave the class. (the person is not determinated) That That can be used without reference to the gender of the antecedent or the function within the relative clause, except that it cannot be preceded by a proposition.  [24]   You can also use that (instead of who), but you cant use which for people.  [25]   The police officer that is my neighbour works here. who is my neighbour works here. which is my neighbour works here. (Incorrect usage) Zero pronoun Zero has a similar range as those pronouns mentioned above in 2.1.2 and 2.1.3, lacking only the subject function.  [26]   The actor ( ) I admired is new to London.  [27]   The play ( ) I was attracted to is new to London.  [28]   The food ( ) I eat is not very healthy. Information ( ) I collected will serve our community. 2.1.5 Adverbial Pronouns The relative pronouns are where, when, why and how The town where I used to live is beautiful. The year when I started my studies was 2007. I dont know the reason why they didnt marry. I dont know a way how to get there. They denote the place, time, reason and manner. Indefinite relative adverbs Whenever, wherever, however, begin clauses which refer to people or things or places, at any time, on any day; any place no matter where it is no matter how, without exception:  [29]   Whenever you have time, call me. She comes, whenever she has time. 2.1.6 The category of case of relative pronouns (who, whom, whose) Case is used to indicate the status of the relative pronoun and its clause.  [30]   Of the pronouns mentioned above in 2.1.2 the only relative pronouns that have the category of case are who which has subjective and whom objective case within the relative clause.  [31]   If the pronoun is in genitive relation to a noun head, the pronoun can have the form whose. The man who we were looking for is my best friend. The man whom we were looking is my best friend. The woman whose daughter you met is Mrs. Brown. (The woman is Mrs. Brown; you met her daughter.)  [32]   2.2 Types of Relative Causes Relative Clauses can be divided into two groups: restrictive and non-restrictive relative clauses  [33]   Restrictive Relative Clauses A restrictive relative clause (or defining, or limiting) modifies the headword of a NP by restricting or limiting the meaning of it. Such a clause follows immediately the headword of a Noun Phrase and in writing is not separated by commas from the main clause.  [34]   In speaking, there is no pause before or after the defining relative clause.  [35]   Restrictive Relative Clauses are more common in spoken language.  [36]   For Example: This is the girl who danced a lot at the party last night. The people who protested were unsatisfied with the present condition. He is the person that the police are looking for. The juice that you just served is very cold. Restrictive relative clauses are essential part in a sentence in order to convey the whole information.  [37]  Let us prove this by taking some of the sentences from the above written examples. This is the girl. The people were unsatisfied with the present condition. He is the person. (Which person?) As you can notice the meaning, information is vague. Non-Restrictive Relative Clauses The other type of Relative Clauses is called non-restrictive relative clauses. These clauses are not used as noun modifiers, since they do not modify a noun but only give some additional information about the headword which is already sufficiently modified or defined. In writing such clauses are usually separated by commas from the rest of the sentence.  [38]  In speaking there are pauses before and after a non-defining relative clause.  [39]   My sister (pause), who is a first year student, (pause) is a very hard working person. Non-restrictive (or non/defining) clauses add secondary information to a sentence, almost as an afterthought.  [40]   For Example: My sister, who is a first year student, is a very hard working person. The Shakespeares play, that is known worldwide, is going to be performed in The National Theatre. The strange noise, which was coming from the first flour, has scared the child. The climbers, who reached the summit, were exhausted. As we can notice from the above given examples the non-restrictive relative clause can be left out and the sentence that remains is meaningful even without it. Let us prove this by implying it in the following example. My sister is a very hard working person. The Shakespeares play is going to be performed in The National Theater. These types of relative clauses, non-restrictive, are more common in written language.  [41]   The Function of Relative Clauses The Relative clauses can perform various functions in a complex sentence. Relative Clauses as subject Relative Clause can perform the function of the subject in a complex sentence.  [42]   That they will win is known for sure. That she is beautiful doesnt mean so much to me. Who proves too much proves nothing What I want to know is the truth. If we analyse the sentences above a) and b) we can notice that the entire Relative clause in italic we can replace with the pronoun it. It is known for sure. As we can notice the pronoun it (which we used to replace the relative clause) precedes the predicate and it answers to questions what? Those are the characteristics of the subject. Here bellow we will use yet another example in order to clarify the function of subject of the Relative Clause. That the film is interesting is obvious. (What is obvious?) Relative clauses Extraposed Subject The finite (that) clause may perform the function of Extraposed subject.  [43]   It is a fact that Madonna is famous. Its a good idea that he initiated such an issue.  [44]   Relative clauses as Direct Object Relative Clauses used in the function of an object in complex sentences usually have subjects that are human beings. They introduce mainly reported speech, such as: He said that he was proud with his company. He mentioned that economic problems are destroying his otherwise successful company. They emphasized that the homework has to be done by tomorrow. Relative clauses as Subject complement Relative Clause can perform the function of Subject complement within a complex sentence.  [45]   It seems that she is nervous. What annoyed me was that she didnt pay the attention. That is where I want to go  [46]   April is when lilacs bloom. RELATIVE CLAUSES IN ALBANIAN LANGUAGE In Albanian, similar to English, Relative clauses determinate noun phrases (NP) and they are called fjalia e pà «rbà «rà « me pjesà « tà « nà «nrenditura pà «rcaktore.  [47]   The NP that Relative modifies is called paraprijà «s.  [48]   3.1 The structure of Relative Clauses in Albanian In Albanian language, similar to English, Relative Clause is introduced by relative pronouns and relative adverbs.  [49]   3.1.1 Relative pronouns in Albanian Language Words like qà « and i cili, e cila, tà « cilà «t etc. function as relative pronouns (Alb. pà «remà «r lidhor).  [50]  Relative pronouns can be defining and non-defining, those written in bold above are defining, while some of the non-defining are: kush, ndokush, kudo, kurdo.  [51]  Relative Clauses in Albanian can also be preceded by relative adverbials (Alb.ndajfolje lidhore)  [52]  : Ku, kur etc. They are always placed before the relative clause, which introduces the same. However in the case when the relative clause i cili is used in the possessive (genitive) case, because of its adequate function it is preceded by a noun.  [53]   3.1.2 Albanian Relative pronoun qà « Relative pronoun qà « in Albanian Language doesnt change its form. This is because the lack of gender, number and case.  [54]   E và «rteta à «shtà «, qà « ai nuk deshi tà « vije nà « mbledhje. Shqipiptar i và «rtetà « à «shtà « ai, qà « nuk e ndan veprà «n nga fjala. Dà «gjohet vetà «m klithma qà « vinte nga rruga e errà «t. Puna e mbarà « à «shtà « ajo, qà « punohet me nder. As we can notice we use the relative pronoun qà « regardless of the gender, number or case. 3.1.3 Albanian Relative pronoun i cili Functionally the relative pronoun in Albanian i cili corresponds to the relative pronoun in 3.3.1 (qà «) but it also has certain characteristics on his own. The pronoun has the separated forms for gender, number and case. It can take the shortened form of the pronouns and by this it doesnt only have the semantic relation with the antecedent but it is also related by syntax to it. We can state that it has double connection with the antecedent. It is in the same case as the subordinate clause within the sentence.  [55]   For example: Ai e và «shtronte qiellin i cili à «shtà « nxire i tà «ri. Kosova ka arritur progrese tà « mà «dha gjatà « mandatit tuaj, pà «r tà « cilat ju dhe shteti juaj duhet tà « krenoheni. Kà «ngetarja e famshme botà «rore, e cila theu tà « gjitha rekordet botà «rore, tani vuan nga njà « sà «mundje e rà «ndà «. Autori shqiptar, i cili pà «r njà « kohà « tà « caktuar qà «ndroi nà « SHBA mblodhi shumà « adhurues mà «rgimtar. 3.1.4 Relative adverbs Similar to English, Albanian language also uses relative adverbs to introduce relative clause .The adverb that show place is ku, whether nga is used to show direction. Except these relative pronouns, in Albanian, we also use locution nga ku (from where) to express starting point but also pà «r ku to show the direction of the action, gjer ku that expresses the lasting point of the action. All these adverbs relate subordinate clause with the antecedent and they mark the place.  [56]  Other relative adverbs are kur, si and pà «rse which are used to show time, manner and reason. Vetura u ndal, nga doli njà « infermier. Ai ka shkuar nà « vedin ku ishte rritur. Ajo nuk e tha arsyen pà «rse deshironte tà « largohej. 3.2 Types of Relative Clauses in Albanian Language Similar to English Language, there are two types of Relative Clauses in Albanian Language: Restrictive and Non-Restrictive. (Alb. Pà «rcatore-kufizuese and pà «rcatore shtuese)  [57]   3.2.1 Restrictive Relative Clauses in Albanian Language In Albanian these clause are called pà «rcaktore-kufizuese. They cannot be removed or left out because the primary meaning would be vague or it would be changed.  [58]   Mà « pà «lqejnà « shumà « njà «rà «zit qà « punojnà « sistematikisht. Me pà «lqejnà « shumà « njà «rà «zit. If we compare these two sentences we can notice that in a) the speaker likes just the people that work systematically and in b), when we remove the relative clause the meaning is totally different, conveying that I like people, meaning all people. 3.2.2 Non-restrictive Relative Clauses in Albanian Language In Albanian these clauses are called pà «rcaktore-shtuese. They add or explain something and we can remove them without destroying the grammatical structure of the sentence.  [59]   Shpallja e Pavarsisà «, qe ishte dità « e madhe pà «r Shqipà «taret, do tà « mbahet nà « mend. Bjeshkà «t e Rugovà «s, qà « ndodhen nà « Qytetin e Pejes, janà « te bukura. In speaking, these relative clauses in Albanian, similar to English have a pause before and after it. They serve to add additional information to the main clause.  [60]   As we can notice from the examples in a) and b) the non-restrictive clauses in writing are separated by commas, similar to English non-restrictive Relative Clauses. 3.3 The order of Relative Clauses within the sentence in Albanian The position of relative clause in the sentence is determinated by the position of its antecedent.  [61]   3.3.1 The Relative Clause at the end of the Sentence When the antecedent of the relative clause is at the end of the sentence the relative clause comes after it.  [62]   Nuk ishte i rastit vendimi qà « aj tà « largohet. Na kishte gà «zuar lajmi qà « ajo do tà « kthehet. 3.3.2 The Relative Clause at the beginning and in the middle of the Sentence When the antecedent (Alb. Paraprijà «si) is at the beginning or in the middle of the main clause the subordinate relative clause is placed in the middle of it.  [63]   Vajza, qà « i mbate lulet nà « dorà «, qante nga gezimi i madh. Kà «nga e bukur, qe aty kà «ndohet, ka melodi tà « veqantà «. 3.4 Function of Relative clauses in Albanian Relative Clauses in Albanian can have different functions within the sentence. In sections below there are the examples that were compiled to prove and illustrate the function. 3.4.1 Relative Clause as Subject Relative Clauses can function as a subject of the main clause, here are but a few examples: Bisedimet qà « ishin tà « gjata dhe tà « lodhshme pà «rfunduan me sukses. Premtimet e juaja, qà « ishin shpresà «dhà «nà «se, nuk u pà «rmbushen. 3.4.2 Relative Clauses as Subject Complement Ata konisedorojnà « qà « fjalà «t e saja janà « trillim. 3.4.3 Relative Clause as Direct object Ata kishin degjuar qà « unà « do tà « bà «hem kryetar. Ata e kishin shkruar qà « kjo à «shtà « e và «rtetà «. 3.4.4 Indirect Object I dhash tà « gjitha atyre qà « kanà « pasur nevojà «. 3.4.5 Adjunct Aj vraponte aty ku askush nuk mund ta gjejà «. Sara e degjoj at lajmà « kur nuk ishte koha. 4. DIRECT CONTASTIVE ANALYSIS OF RELATIVE CLAUSES IN ENGLISH LANGUAGE AND ITS EQUVALENTS IN ALBANIAN In this section a direct contrastive analysis of Relative Clauses in English and Albanian Language will be made. Examples of Relative Clauses will be extracted from the novel written by James Joyce  [64]  and will be contrasted with the Relative Clauses from the same novel translated by Idlir Azizi  [65]  . Examples will be marked by number and a small letter denoting the language English (e) or Albanian (a). This part is going to be focused on the structure of the relative clauses, furthermore on pronouns mentioned throughout the entire paper. Since it has been noticed that the difference between the relative Clauses in English and the same in Albanian is particularly that- the usage of some of the relative pronouns within the relative clause. 4.1 Relative Clauses preceded by the relative pronoun and its equivalent in Albanian In this section the examples of the relative clauses preceded by the relative pronoun wh-pronouns (who, which, what etc.) are going to be extracted from the same novel, of course from its English and Albanian translated form. 1e) By a woman who was no better than she should be. (p. 40) 1a) Nga njà « grua jo e mire qà « smund tà « ishte ndryshe. (p. 34) 2e) A merchant, Stephen said is one who buys cheap and sells dear, jew or gentile is he not? (p.41) 2a) Tregtari, tha Stiveni, à «shtà « ai qà « blen lirà « tà « shesà « shtrenjtà «, a sà «shtà « kà «shtu? (p. 35) 3e) But the courtiers who mocked Guido in Or san Michele were in their own house.(p.57) 3a) Por kurtizanà «t qà « thumbonin Guidon nà « Or shà «n Mikelà « ishin nà « shtà «pità « e tyre. (p. 47) 4e)

The House on Mango Street :: House Mango Street

The House on Mango Street At the novel's end, Esperanza declares that she is too strong for Mango Street to keep her forever. What is the nature of her strength? How does Cisneros establish this characteristic elsewhere in the book? Esperanza feels she is too strong to live on Mango Street. She feels her life would be better if she lived somewhere else. She wants to leave Mango Street so that she can find herself. Esperanza knows that she is not like the others on Mango Street, and she wants to move to a place "with trees around it, a big yard and grass growing without a fence" (page 4). To leave, she must have strength. Where will she get it? I believe her strength comes from within. Esperanza builds her strength off the mishaps that occur while living on Mango Street. In the vignettes, Esperanza describes some very interesting things that take place on Mango Street. She recalls a time when Sally befriended her and told Esperanza to leave her alone with the boys. Esperanza felt out of place and was very uncomfortable and very ashamed to be in that situation. She wanted more from life than that, so she left the scene. There was another time when Esperanza wanted to eat lunch in the canteen at school. She was not allowed to eat at school, because she lived close enough to walk home for lunch. But, Esperanza wanted to feel special like the other kids, so she convinced her mother to write a note to the nun in charge giving her permission to eat in the school canteen. The mother wrote the note, but the nun was not convinced. So, she made Esperanza go to the window and point to her house. She was too ashamed to point to the old-run-down home where she lived. This was one of her most embarrassing moments. Not to be outdone, Esperanza said, "I knew then I had to have a house. A real house. One I could point to" (page5). In "Four Skinny Trees," Esperanza compares herself to the four skinny trees outside her house. Like the trees, she too, has not found her place in the world.

Impact of Second Great Awakening on Modern Society Essay

The Second Great Awakening laid the foundations of the development of present-day religious beliefs and establishments, moral views, and democratic ideals in the United States. Beginning back in late eighteenth century and lasting until the middle of the nineteenth century,1 this Protestant awakening sought to reach out the un-churched and bring people to a much more personal and vivid experience of Christianity. Starting on the Southern frontier and soon spreading to the Northeast, the Second Great Awakening has also been associated as a response against the growing liberalism in religion – skepticism, deism, and rational Christianity. 2 Although the movement is well-known to be just a period of religious revival, its tremendous effects still influence the nation even up to now. The lasting impacts of the revolution include the shift of the dominating Christian theology from predestination to salvation for all, the emergence and growth of religious factions, the escalation of involvement in secular affairs, and the shaping of the country into a more egalitarian society. These footprints left by the Second Great Awakening helped mold America into what it is today. Contrary to the popular belief of predestination during the First Great Awakening, the Second Great Awakening emphasized salvation for all, which eventually replaced the former as the dominating Christian theology in America even up to now. 3 During the American Revolution, the largest church denominations were the Quakers, the Congregationalists, and the Anglicans. These earlier denominations believed in a Calvinist theology called predestination. In basic terms, predestination exemplifies that God already predetermined from the beginning of time those who are saved from hell and those who are not. However, this doctrine did not match the Revolutionary spirit of national and personal accomplishment. Thus, when the Second Great Awakening extended throughout the country, most post-war Americans abandoned strict notions of Calvinism and shifted to the Arminian theology of universal salvation through personal faith and devotional service. Instead of being predestined to either heaven or hell, this doctrine states that salvation can be acquired through faith by anyone; people have the choice to either accept or reject God’s salvation.4 While traditional Calvinism had taught election into heaven depending solely on the will of God, evangelical Protestants preached that the rebirth and redemption of the soul rests on one’s inner faith.5 In addition, the Arminian theology also taught the need to improve the world around us as a preparation for the Second Coming of Jesus Christ. By sharing these concepts, religious reformers attracted just about everyone, mostly those in need of deliverance and economic activists. Churches that adopted this theology, such as Baptists and Methodists, surpassed the previous leading church factions. As of today, both are still the chief Protestant denominations in the United States.6 The spread of revivalism in the period of the Second Great Awakening led to the fueling growth of Christian denominations in America. Today, as the largest religion, not only in the United States but in the whole world, Christianity holds a great number of church denominations. 7 Many of these denominations either experienced a significant boom of membership or trace their roots back in this era of renewal. As the movement swept through southern Ohio, Kentucky and Tennessee, congregations who garnered these numerous converts were the Methodist and Baptist. Both denominations were based on an elucidation of man’s spiritual equality before God, which aided their goal to acquire more members and preachers from a varied range of classes and races. Also, since the south, at that time, had a predominantly rural economy and poorly developed infrastructures and establishments, religious organizations functioned as a physical symbol of relief providing social stability for the populace.8 Camp meetings and missionary preachers were also primary reasons for the growth in the membership of both factions.9 With the idea of free will becoming prevalent, new denominations were produced by the movement. Two of these denominations were the Church of Jesus Christ of Latter-day Saints and the African Methodist Episcopal. The Church of Jesus Christ of Latter-day Saints – commonly known as Mormons was founded by Joseph Smith; he was inspired to create a new church faction by the revivals he experienced in the western area of New York called the â€Å"Burned Over District-† implying it had been â€Å"scorched† by so many revivals. Although not regarded as a splinter off from an existing Protestant denomination but a restoration of primitive Christianity having distinctive post-biblical doctrines, the Mormon Church is now a flourishing, worldwide denomination. On the other hand, during the revivals, Baptists and Methodists converted large numbers of blacks. However, because of the mistreatment they received from their fellow believers, under the leadership of Richard Allen, the black population broke away from the Methodist church while creating their own denomination; the African Methodist Episcopal.10 Both churches mentioned above, having developed and sprouted out other denominations over the years, still stand even today. While new religious ideas fanned out and denominations proliferated, social activism, in response, also began to escalate. The Second Great Awakening stirred the initiation of many reform movements in belief to cure the ills and defects of the civilization before the anticipated Second Coming of Jesus Christ.11 Charles Finney, one of the most prominent figure in the awakening, exhorted people to choose God, turn away from their sin and repent, and then work to make the world around them a little better. He inspired American Christians to open their eyes to the problems of the world. With the encouragements of revivalists such as Finney, social reforms started taking action. Advocates of the temperance movement, mostly women, condemned various effects of the role of alcohol in public life.12 A revivalist named Lyman Beecher preached people to voluntarily discontinue drinking alcohol saying it could easily cause people to sin. Another secular issue tackled by the movement was slavery. Charles Finney proved to be not only an inspirational revivalist but also a devoted abolitionist; he encouraged Christians to view slavery as a moral issue rather than a political or economic one. It took several years, but the abolitionists’ effort to end slavery in America paid off13 – as shown by the 13th Amendment.14 Other reformers pursued the improvement of conditions in cities, prisons, and asylums. They aimed at helping deprived people to concentrate on their own spiritual situation, rather than just their living conditions. The moral idea of improving the world around us are still followed by Americans, Christian or non-Christian, who still send out missionaries and donate more time and money to charitable works around the world. Social reforms in the Second Great Awakening became the platform for the rise of egalitarian rights in the society. For centuries, America embodied an unofficial hierarchy in which blacks, women, and children were degraded while white, male adults with property reigned. However, this idea began to crumble down as social activism increased. With the victory of the abolitionist movement, which was greatly strengthened by the movement, slavery was abolished; thus, opening the door to the equality of races. And as women became more involved in charitable affairs, advocating the temperance movement and supporting abolitionists, the women’s rights reform with a purpose to make women equal to men in the eyes of society and the law was established; soon, they began advocating for their own right to vote. Educational reforms also rose up, resolved to make elementary school education mandatory and free of cost in order to guarantee the broadening of educated citizens in the nation. 15 These reforms, as evident in today’s society, were successful in preparing the step for the institution of equality in the United States irrespective of race, gender, or religion. Now the United States has become a place where everybody is equal in front of the law and for the most part in the eyes of society. Overall, the events driven by the Second Great Awakening steered the defining characteristics of the United States into a different direction. With the predominant theology of free will, the growth of diversified religious factions, the entwining of Christian values with civic values and involvement in worldly problems, and expanding of democratic ideals – America has developed into the country it is right now. Although the religious fervor of the Second Great Awakening has already cooled down, its legacy remains permanent.

Edgar Degas and his Passion for Ballet

Ballet was considered as a classical form of art. The beauty of this dance type was considered timeless and unchanging. It was considered as an art in itself. The movement of the ballerinas represented years of training. Routines were rehearsed until they were perfected. It was an art form that entailed perfection and it was all for a night’s glory for a stage performance.The movement of the ballet dancers entailed specific rhythm; it required them to have undeniable grace and unity with the music. This made dance, for whatever genre or form, a beautiful piece of performance art. The discipline that was attributed to ballet was something that was unique to this dance form.Ballet was a dance that was considered one of the most exquisite. It had existed for centuries and was depicted in numerous art works. Strength and grace characterized this art form. The experience of watching ballet was the actual experience of art. When dance was depicted in paintings, sculptures or photogr aphy, it would represent something that was beyond beautiful. It was considered as the capturing of beauty on the canvass or the photograph. It was art depicted in art.Edgar Degas represented the art of depicting art in the best possible manner. He was the master of ballerina paintings. Dance had been a subject of visual artwork but it was Degas who represented this art form in one of the most exquisite manner. The portrayal of ballet in painting was uniquely captivating when it was expressed in the Impressionist art period.The movement of the brushes complemented the actual movement of the dancers as they were being observed and painting. Visible brush strokes made exemplified the beauty of ballet. From their costumes, to the forms of their bodies, to the graceful movements they exuded, Impressionism and ballet could be considered as a perfect match. Emphasis on movement was something that was definitive of both the art movement and the dance form.ImpressionismImpressionism was a m ovement that was seen in the 19th century wherein artists chose subjects according to what they ordinarily see around them. Traditional impressionism was interested in depicting the everyday scenes of the nearby streets, a quiet meadow or countryside or the look of the cafes and theaters (Hubbard 33).Most artists in this movement were known for completing a piece of art in a single session. Movements of other periods usually took days, weeks, months and even years in order to complete their art. Some would make sketches and then go back to the studio to complete the picture.Impressionists look at their subjects as photographers would look at theirs. Impressionist painters see daylight to play a significant role in their art and they try to capture on canvas what was happening in a fleeting moment of time before it disappeared (Hubbard 33).In order to accomplish the effect of light and how it reflected in objects, they focus on shading and lighting effects rather than the solidness o f the shapes of their subjects. Impressionists were distinguished by their obvious brush strokes and indistinct outlines of their subjects, whether they may be people, trees or mountains.Brush strokes reflect how Impressionist painters had to work very swiftly. Oil painting was usually done by putting small dabs in the canvass and by using short strokes with little color mixing.   These bright and frequently unmixed colors develop into blended shades when the painting was dried and finish (Hubbard 33).Edouard Manet was one of the famous impressionism artists who focused on landscape paintings. Following the ideals of impressionism, he believed that art must be portrayed in what the artist actually saw in that particular moment in time. French impressionists that included Claude Monet, Camille Pissaro and Edgar Degas painted different things but worked with similar goals in mind. Degas focused on painting dancers and was successful in capturing the beauty of their movement.The Arti st of DancersBackgroundDegas (1834-1917) considered himself as an anti-impressionist because he had a misanthropic nature and had the constant tendency to emphasize (Novotny 199). He prioritized the time he spent in finishing his drawings. He wanted them to be as real as possible however, the style that his brush strokes and colors could not separate him from being classified in the Impressionist movement.