Comparing Grovers Growing Up White In America and McBrides Work, What Color Is Jesus? :: Compare Contrast Essays

Comparing Grover's Growing Up White In America and McBride's Work, What Color Is Jesus? Racial issues have been predominant for the last fifty years. The two authors Bonnie Kay Grover and James McBride share their racial views in their respective works â€Å"Growing Up White In America† and â€Å"What Color Is Jesus?† Each author has a different view on exactly what race is and how it is used. Bonnie Kae Grover is a white female who believes that race has been used as a weapon. Specifically, she focuses on how white people use their color of skin to be controlling of other people. Her gripe is on the notion of â€Å"white culture.† She questions the validity of the statement and believes it is simply just American culture and those who think of it as white culture â€Å"just moved in like they’ve discovered it† (Grover 377). She examines some similarities in today’s â€Å"white culture† and the historical attitude of the exploring Europeans. The Europeans, when inhabiting North America, â€Å"just moved in and said they had God on their side and the Indians weren’t much anyway but a few of them could work for them sometimes if they behaved themselves, and the rest were lined up for disposal† (377). The Europeans believed themselves superior to the Indians; any and all action – fair and unfair alike – taken against the Indians was justifiable because it helped the Europeans. Grover argues that this irresponsible approach is the basis of the white culture. White culture is simply American culture taken and modified as seen fit by white people. James McBride focuses his essay on his parents. His mother was white and his father black. He felt confusion; which color was he? McBride remembers when he was ten, he approached his mother with the question while she was working on the kitchen table. Her thoughtful response was only one word: â€Å"[p]liers† (391). He was not the only one in the family to have this question. His older brother took it an extra step and during Sunday school asked the reverend about the skin color of Jesus.

Irony Literary Analysis Essay

Tragedy is a dramatic form that was first developed in ancient Greece. A  tragedy usually has these characteristics: The main character is involved in a struggle that ends in disaster. This character, often called the tragic hero, is a person of high rank who has the respect of the community.  The tragic hero’s downfall is usually the result of some combination of fate, an error in judgment, and a personality weakness often called a tragic flaw. Once the tragedy is in motion, the downfall is usually inevitable. The tragic hero gains wisdom or insight by the play’s end. Tragedy arouses feelings of pity and fear in the audience. Spectators pity the plight of the main character and fear that a similar fate might befall them. A tragic drama may also suggest that the human spirit is capable of remarkable nobility even in the midst of great suffering. An allegory is a story with more than one layer of meaning: a literal meaning and one or more symbolic meanings. The characters, settings, and themes in an allegory are symbols of ideas and qualities that exist outside the story. The Crucible is an allegory, because Miller uses one his ­ torical period and setting (seventeenth-century New England) to comment on another (1950s America). The tragedy that occurs in Salem is an allego ­ ry for the anti-Communist hysteria that gripped the United States during the 1950s. As you read, notice how the events in Salem echo the events surrounding the McCarthy hearings to tragic effect.

Salvador Dali’s Childhood

â€Å"The two greatest strokes of luck that can happen to a painter are (1), to be Spanish, (2) to be called Salvador Dali. â€Å"Even today, Salvador Dali is considered one of the most influential and successful surrealist artist in history, yet not much is known about his childhood; and what we do know is incredibly vague. His childhood is what influenced many of the famous symbols and styles found in his paintings and made them what they are. Salvador Dalais surrealist artwork is amazingly vivid and filled with symbols from both his childhood and adulthood.From the symbolic melting clocks to the lesser known fried eggs. Even from a young age, Salvador was a very eccentric and somewhat disturbed child. â€Å"When I was three I wanted to be a cook. At the age of six I wanted to be Napoleon. Since then my ambition has increased all the time, (surrealists. Co. UK/ Dali:pH). Dali surely had many eccentric ambitions. From a cook too Napoleon, this now legendary painter has much histo ry that is clearly shown in his art. Dalais childhood was full of perverse and sadistic elements that were to become a major art of his symbolist paintings,† (surrealists. Co. UK/Dali:pH). As a young boy, Dali began to show signs of aggression, because of this he was sent away to live with a family friend who happened to be an artist. There he developed the want to become an artist and explored other passions, such as pain. He was masochistic and would throw himself down the stairs because the pain influenced him. He had said, â€Å"The pain was insignificant, the pleasure was immense. More often than not, his desire to be different came out as violence. In one incident, pushing his friend Off 15-foot bridge to watch him fall. Salvador eccentricities didn't fade with age, if anything they intensified. â€Å"Almost everything he tried, he did well. He was a writer, a movie maker†¦ † (biography/people/ Salvador-Dali-40389? Page=1). Dali himself said that he would no t be forgotten, he made sure of this by spreading his name to all sections of the artistic community.He designed ‘dream sequences' for Alfred Hitchcock to use in his 1945 movie Spellbound, (biography/people/Salvador-Dali-40389? Page=1). He also collaborated with Walt Disney to create the short animated film, Destine. â€Å"Bizarre and outlandish, Dali often took part in performance pieces that were despised by critics,†(biography/people/ Salvador-Dali-40389? Page=1). Because he was never broody or quiet critics never took him seriously. To them an artist was secretive and every piece was to be a show case of the artist's deep sorrow and talent.Salvador really Just wanted his artwork to be seen by the masses, so much so that he created paintings specifically for companies o sell their products. Dalais matter of revealing the gap between reality and illusion influenced all manner of modern artists. Beyond developing his own symbolic language, Dali elaborated a way to repr esent the inner mind,† (transitory. Org/artist-Dali- Salvador. HTML) He used vivid imagery to show what he thought and felt. He knew how to create hypnotic art that memorized and inspired like no other artists could. On his death bed scientists asked if the melting clocks represented Einstein theory of lethality, he said ‘No its based on my perception of Camembert cheese melting in the sun. ‘ Dalais symbolism seems very profound and thoughtful and at some level it is. Ants and flesh represent an encounter with a wounded bat. Food like the fried eggs comes from Dalais childhood urge to be a cook. Instruments of mutilation are a tribute to Dalais sad-masochistic behavior and thoughts. His art has always Just been the thoughts and memories of an eccentric life and mind. Nothing more and definitely nothing less.

Radiologic Technologist (Radiographer or X-Ray Technician) Essay Example

Radiologic Technologist (Radiographer or X Radiologic Technologist (Radiographer or X-Ray Technician) Paper Radiologic Technologist (Radiographer or X-Ray Technician) Paper Radiologic Technology is the science of using radiation to produce the images that radiologist use to diagnose injury and disease. Radiologic technologist or radiographer function as part of the health care team by assisting physicians, namely radiologist, in procedures, operating imaging equipment, positioning, and care of patients. . The radiographer is also responsible for patient and personal safety, as well as upkeep of equipment. To be able to perform these duties, radiographers must follow guidelines set down by various organizations and be able to perform duties in a professional, caring manner. To become radiologic technologists, students must graduate from an accredited radiologic technology program and pass the national board exam, known as the American Registry of Radiologic Technologists (ARRT). There are both college-based and hospital-based programs. The Joint Review Committee on Education in Radiologic Technology (JRCERT) accredits these programs. Training includes radiation safety, proper positioning and procedures, patient care, as well as ethical and legal standards. With experience and additional training, staff technologists may become specialists, performing CT scanning, ultrasound, cardiovascular angiography, and magnetic resonance imaging as well as becoming an educator. Experienced technologists may also be promoted to supervisor, chief radiologic technologist, and ultimately to radiographer manager. The ARRT is responsible for testing and provides certification for these advancement positions. Radiographers work in a variety of settings including hospitals, clinics and outpatient centers. The Joint Commission for Accreditation of Healthcare Organizations (JCAHO) accredits hospitals and makes sure hospitals maintain expected standards. Today, many hospitals are affiliated with Health Maintenance Organizations (HMO). All members of the health care team in these hospitals help keep costs down by promoting preventative care. They must be role models for good health to set an example for patients. The imaging department of a hospital is usually headed by the radiographer manager who works closely with radiologists and administration to establish policies and budgets. Under the manager is the chief technologist who schedules staff, maintains supplies, and sees to day to day operations. Staff radiographers must follow the chain of command to function as part of the health care team. Radiologic technologists are represented on a national level by the American Society of Radiologic Technologist (ASRT). The ASRT helps provided educational opportunities, monitors legislation that affects the profession, and establishing standards of practice. Each state also has their own society that helps contribute to the advancement of the profession. The society established a Scope of Practice, which defines responsibilities, required qualifications and duties, allowed to perform by radiographers. A Position Description defines specific duties of the various specialty imaging areas as well as staff radiographer. Local standards prevail over national or state standards. The ASRT and the ARRT developed a Code of Ethics for technologist to provide a high standard of conduct. The principles cover prejudices, professional behavior, confidentiality, and safety responsibilities. By adhering to these principles, technologists can minimize the possibility of having a lawsuit brought against them. Another important aspect of the job is to take care of personal physical and mental well being. To be able to help others, radiographers must maintain good health and be able to cope with stresses of work and personal life. In Maslow’s hierarchy of need, self-actualization is the ultimate goal. When technologist achieve this goal they are able to cope with stresses, and have the ability to focus on patients to provide quality care.

A Biography of Geographer Ellen Churchill Semple

A Biography of Geographer Ellen Churchill Semple Ellen Churchill Semple will long be remembered for her contributions to American geography despite her association with the long-disregarded topic of environmental determinism. Ellen Semple was born in the midst of the Civil War in Louisville, Kentucky on January 8, 1863. Her father was a fairly affluent owner of a hardware store and her mother took care of Ellen and her six (or possibly four) siblings. Ellens mother encouraged the children to read and Ellen was especially enamored with books about history and travel. As a young person, she enjoyed horseback riding and tennis. Semple attended public and private schools in Louisville until she was sixteen when she headed off to college in Poughkeepsie, New York. Semple attended Vassar College where she earned her bachelors degree in history at the age of nineteen. She was the class valedictorian, gave the commencement address, was one of thirty-nine female graduates, and was the youngest graduate in 1882. Following Vassar, Semple returned to Louisville where she taught at the private school operated by her older sister; she also became active in local Louisville society. Neither teaching nor social engagements interested her enough, she desired much more intellectual stimulation. Fortunately, she had a chance to escape her boredom. To Europe In an 1887 trip to London with her mother, Semple met an American man who had just completed a Ph.D. at the University of Leipzig (Germany). The man, Duren Ward, told Semple about a dynamic professor of geography at Leipzig named Friedrich Ratzel. Ward loaned Semple a copy of Ratzels book, Anthropogeographie, which she immersed herself in for months and subsequently decided to study under Ratzel at Leipzig. She returned home to finish work on a masters degree by writing a thesis titled Slavery: A Study in Sociology and by studying sociology, economics, and history. She earned her masters degree in 1891 and rushed to Leipzig to study under Ratzel. She obtained accommodations with a local German family in order to improve her abilities in the German language. In 1891, women were not allowed to be enrolled in German universities although by special permission they could be allowed to attend lectures and seminars. Semple met Ratzel and obtained permission to attend his courses. She had to sit apart from the men in the classroom so in her first class, she sat in the front row alone among 500 men. She remained at the University of Leipzeg through 1892 and then returned again in 1895 for additional study under Ratzel. Since she could not enroll at the university, she never earned a degree from her studies under Ratzel and therefore, never actually obtained an advanced degree in geography. Although she Semple was well-known in the geography circles of Germany, she was relatively unknown in American geography. Upon returning to the United States, she began to research, write, and publish articles and began to gain a name for herself in American geography. Her 1897 article in the Journal of School Geography, The Influence of the Appalachian Barrier upon Colonial History was her first academic publication. In this article, she showed that anthropological research could indeed be studied in the field. Becoming an American Geographer What established Semple as a true geographer was her outstanding field work and research into the people of the Kentucky highlands. For over a year, Semple explored the mountains of her home state and discovered niche communities that had not changed much since they were first settled. The English spoken in some of these communities still carried a British accent. This work was published in 1901 in the article The Anglo-Saxons of the Kentucky Mountains, a Study in Antropogeography in the Geographical Journal. Semples writing style was a literary one and she was a fascinating lecturer, which encouraged interest in her work. In 1933, Semple disciple Charles C. Colby wrote about the impact of Semples Kentucky article, Probably this brief article has fired more American students to interest in geography than any other article ever written. There was a strong interest in Ratzels ideas in America so Ratzel encouraged Semple to make his ideas known to the English-speaking world. He asked that she translate his publications but Semple did not agree with Ratzels idea of the organic state so she decided to publish her own book based on his ideas. American History and Its Geographic Conditions was published in 1903. It gained wide acclaim and was still required reading in many geography departments across the United States in the 1930s. Continue to Page Two Her Career Takes Off The publication of her first book launched Semples career. In 1904, she became one of the forty-eight charter members of the Association of American Geographers, under the presidency of William Morris Davis. That same year she was appointed Associate Editor of the Journal of Geography, a position she retained until 1910. In 1906, she was recruited by the countrys first Department of Geography, at the University of Chicago. (The Department of Geography at the University of Chicago was established in 1903.) She remained affiliated with the University of Chicago until 1924 and taught there in alternating years. Semples second major book was published in 1911. Influences of Geographic Environment further expounded on Semples environmental deterministic viewpoint. She felt that climate and geographic location was the major cause of a persons actions. In the book, she cataloged countless examples to prove her point. For example, she reported that those who live in mountain passes are usually robbers. She provided case studies to prove her point but she didnt include or discuss counter examples that could prove her theory wrong. Semple was an academic of her era and while her ideas can be considered racist or exceedingly simple today, she opened up new arenas of thought within the discipline of geography. Later geographic thought rejected the simple cause and effect of Semples day. That same year, Semple and a few friends took a trip to Asia and visited Japan (for three months), China, the Philippines, Indonesia, and India. The trip provided a tremendous amount of fodder for additional articles and presentations over the next few years. In 1915, Semple developed her passion for the geography of the Mediterranean region and spent much of her time researching and writing about this portion of the world for the remainder of her life. In 1912, she taught geography at Oxford University and was a lecturer at Wellesley College, the University of Colorado, Western Kentucky University, and UCLA over the course of the next two decades. During World War I, Semple responded to the war effort as did most geographers by giving lectures to officers about the geography of the Italian front. After the war, she continued her teaching. In 1921, Semple was elected President of the Association of American Geographers and accepted a position as a Professor of Anthropogeography at Clark University, a position she held until her death. At Clark, she taught seminars to graduate students in the fall semester and spent the spring semester researching and writing. Throughout her academic career, she averaged one important paper or book each year. Later in Life The University of Kentucky honored Semple in 1923 with an honorary doctorate degree in law and established the Ellen Churchill Semple Room to house her private library. Stricken with a heart attack in 1929, Semple began to succumb to ill health. During this time she was working on her third important book - about the geography of the Mediterranean. Following a lengthy hospital stay, she was able to move to a home adjacent to Clark University and with the help of a student, she published Geography of the Mediterranean Region in 1931. She moved from Worcester, Massachusetts (the location of Clark University) to the warmer climate of Ashevlle, North Carolina in late 1931 in an attempt to restore her health. Doctors there recommend an even milder climate and lower elevation so a month later she moved to West Palm Beach, Florida. She died in West Palm Beach on May 8, 1932 and was buried at the Cave Hill Cemetery in her hometown of Louisville, Kentucky. A few months after her death, the Ellen C. Semple School was dedicated in Louisville, Kentucky. Semple School is still in existence today. The University of Kentucky Geography Department hosts an Ellen Churchill Semple Day every spring to honor the discipline of geography and its accomplishments. Despite Carl Sauers assertion that Semple was a mere American mouthpiece for her German master, Ellen Semple was a prolific geographer who served the discipline well and succeeded despite tremendous obstacles for her gender in the halls of academia. She definitely deserves to be recognized for her contribution to the advancement of geography.

How are auctions important for the art market today Essay

How are auctions important for the art market today - Essay Example For example, in other industries like the real estate, once the construction of the house is complete, the builders and architects will mostly not have any meaningful relations with the particular building or house. However this is different in the art world since the artist will have a central correlation with the art they have created; in this context, the role the art market plays in the art world and the artist’s own career is somewhat intricate and can vary from one artist to another and from one region to another. It is with this in mind that I have split my essay into different categories. Firstly, I will discuss the art market as a whole before looking at the aspect of art valuation. The second area will be covering the determination of the price for a painting. Thereafter I will finish my essay with a conclusion on how all these aspects are important for the art market today as much as the contribution to how a painting or an art piece will be auctioned. Art Market Re cognition of art as a feasible and valuable alternative asset class has made a situation where the art market is increasingly being promoted purely as a means for monetary gains. New investments dealing in arts have been created in the last few years and this shows how the society has grown the confidence it has on the art market as a method of building wealth and as a way of diversifying the investment range. This art market is continuously growing even though it is a new and small market compared to other investment markets. According to Singer and Lynch (94), the art market is divided into four categories that are diverse. The fourth category is mostly for the illicit aspect of the art market. The first one is referred to as primary which deals with art that is in the open market for the first time; once the art has been sold it will be in the secondary possession thereafter if it is auctioned the tertiary stage will be under this category. This means that before an art is auctio ned it has to undergo probably the three faces (apart from the illicit market) and through the facets the value of the art piece might increase or decrease depending on the quality and the significance. Art valuation: Art valuation is the basis for dictating the significance of the art in question, whether the art is very good or very bad. This is an art-specific division of financial valuation. The process will involve giving an approximate value (valuation) or estimating the potential market value of works of art and thus this makes it more of a financial concern rather than an aesthetic concern (Fenner 28). The subjective views and opinions of the art also play a major role in the valuation process. The valuation itself will involve comparing the data and analyzing the trends of the art from various key players like collectors, auction houses, museums, curators and even art dealers among many other important art players. These key players will mostly arrive at a value that they w ill deem. The art market is dictated by the valuation which in turn determines whether an art is good or not. A good art will have a high market demand as many people will be after this piece of art and at the same time liquidity of the art means that the art is very easily sold without any impediments hence the art is deemed as a good art. Other factors that will make an art be good will include the valuation trend whereby if an art

Summary and criticism of book chapter Essay Example | Topics and Well Written Essays - 3000 words

Summary and criticism of book chapter - Essay Example Defeat in the war led to the break-up of the Monarchy, and this was unforeseen even until the summer of 1918 (Sked, 1989 ). The Habsurg army persevered till the very end. Had they been victorious, their Monarchy would not only have survived, but would also have expanded. In The Dual Monarchy chapter of the Decline and Fall of the Habsburg Empire, analyzes the position of Hungary within the Empire, the nationalist and economic growth problems, the rise of fresh political and social forces, cultural pessimism, and the foreign policy issues prior to 1914. These analyses are conducted in the light of the commonly known weaknesses that afflicted the Dual Monarchy, and it is meant to deduce what condition the Habsburg Empire was in before its collapse. The Habsburg Monarchy stretched from the territories that were under the rule of the junior Austrian branch of the House of Habsburg (1278–1780). This branch of rulers was succeeded by House of Habsburg-Lorraine (from 1780), between 1 526 and 1867/1918. Vienna was the official capital until it was temporarily replaced from 1583 to 1611, with Prague. The Habsburg ruled over the Austrian Empire from 1804 to 1867 the Habsburgs and the they moved onto ruling Austria-Hungary from 1867 to 1918 ruled the Austrian Empire and from 1867 to 1918 Austria-Hungary. ... The Hungarians were agitated significantly owing to the suppression they felt was being exerted on their call for a revolution. This suppression was backed by the Russians. However, the entire Hungarian agitation with Austria had been festering for many years, and the reasons for this were manifold. Towards the end of the 1850’s, a lot of Hungarian practiced a change of attitude, inclined to recognize the Habsburg dominion and scavenge the idea of a revolt. Their validation for this rest in the fact that while Hungary had right to full independence and self-government, the Pragmatic Sanction of 1713 foreign affairs were the similar for Austria and Hungary, When the Austrians were beaten at Koniggratz, it became crucial for them to counterfeit reconciliatory ties with Hungary in order to accomplish their lost esteem and power. The new foreign minister wanted to substantiate the previously stalled round of discussions with the previously delayed round of consultations with the H ungarians. In order seek Hungary’s hold up for the Monarchy, Emperor Franz Joseph compiled a deal with Hungarian powers yielding them the popular coronation as King, a separate parliament at Budapest, and the powers to set up laws for the lands that were to be governed by the Hungarian Crown. Initiating from1867, the allocation of common spending was set at 70% for Austria and 30% for the Hungarians. It was decided that this allocation would be revisited every 10 years, and by the year 1907, the Hungarian allocation was raised to 36.4% common expenditure was allocated 70% to Austria and 30% to Hungary. This split had to be discussed every 10 years, and, by 1907, the Hungarian allocation had