The Role of the Emperor in Meiji Japan Essay Thesis Example For Students

The Role of the Emperor in Meiji Japan Essay Thesis Within this historical context the Meiji leaders realized that they neededto harness the concept of the Imperial Will in order to govern effectively. During the Age of Imperialism, members of the Satsuma and Choshu, two ofthe very powerful clans in Japan, were parts of the opposition to foreignimperialism. This opposition believed that the only way that Japan couldsurvive the encroachment of the foreigners was to rally around the Emperor. The supporters of the imperial government, known as imperialists, claimedthat the Tokugawa Shogunate had lost its imperial mandate to carry out theImperial Will because it had capitulated to Western powers by allowing themto open up Japan to trade. During this time the ideas of the imperialistsgained increasing support among Japanese citizens and intellectuals whotaught at newly established schools and wrote revisionist history booksthat claimed that historically the Emperor had been the ruler of Japan. We will write a custom essay on The Role of the Emperor in Meiji Japan Thesis specifically for you for only $16.38 $13.9/page Order now The fact that the Tokugawas policy of opening up Japan to the westernworld ran counter to beliefs of the Emperor and was unpopular with thepublic made the Tokugawa vulnerable to attack from the imperialists. Theimperialists pressed their attack both militarily and from within the Courtof Kyoto. The Japanese public and the Shoguns supporters soon felt thatthey had lost the Imperial Will. The end of the Tokugawa regime shows the power of the symbolism and mythssurrounding the imperial institution. The head of the Tokugawa clan died in1867 and was replaced by the son of a lord who was a champion of Japanesehistorical studies and who agreed with the imperialists claims aboutrestoring the Emperor.In 1867, the new shogun handed over all his powerto Emperor Komeo in Kyoto. Shortly after handing over power to EmperorKomeo, the Emperor died and was replaced by his son who became the MeijiEmperor, which officially started the Meiji period (1868-1911).TheMeiji Emperor was only 15, and so all th e power of the new restored Emperorfell not in the Emperors hands but in the hands of his close advisors. Once in control of the government, the Meiji leaders and advisors to theEmperor reversed their policy of hostility to Foreigners.The reason fordoing this was because after Emperor Komeo, who strongly opposed contactwith the west, died in 1867 the Meiji Emperors advisors were no longerbound by his Imperial Will. They realized that opposing western powers wasimpossible, and being anti-western also no longer served the purposes ofthe Meiji advisors. Originally it was a tool of the imperialist movementthat was used to show that the Shogun was not acting out the Imperial Will. Now that the Shogun and Komeo Emperor were dead there was no longer areason to take on anti-foreign policies. The choice of the imperial thrown by the imperialists as a point for Japanto rally around could not have been wiser. Although the imperialinstitution had no real power it had universal appeal to the Japanesepublic. It was both a mythic and religious idea in their minds.In thistime of chaos after coming in contact with foreigners, the imperial thrownprovided the Japanese with a belief of stability (according to Japanesemyth the imperial line is a unbroken lineage handed down since timeimmortal), and the natural superiority of Japanese culture.The symbolismof the Emperor helped ensure the success of the Meiji leaders, because itundercut the legitimacy of the Shogunates rule, and it strengthened theMeiji rulers who claimed to act for the Emperor. What is a great paradox about the imperialists claims to restore thepower of the Emperor is that the Meiji rulers only restored the Em peror topower symbolically, because he was both too young and his advisors toopower hungry. By 1869, relationship between the Emperor and his Meijibureaucracy were very similar to the Emperor and the Tokugawa Shogun beforethe restoration. Both the Meiji Bureaucrats and the Shogun ruled under theauthority of the Emperor but did not let the Emperor make any decisions. In other words, the Meiji Emperor reigned but did not rule. This wasuseful for the new Meiji bureaucrats, because it kept the Emperor a mythicand powerful symbol. The teachings and symbols of Confucian beliefs and the ImperialInstitution were already deeply carved into the minds of the Japanese, butthe new Meiji rulers, through both an education system and the structure ofthe Japanese government, were able to effectively inculcate thesetraditions into a new generation of Japanese. Japan, as a nation close toChina, was greatly influenced by the teachings of Confucius, the greatestteacher in China.Japanese people believe in integrity, uprightness,respect for superiors, filial loyalty, and they also believe that avirtuous man must have culture and manners, which is being humble andbenevolent.These exactly resemble the teachings of Confucianism to actas an individual. The education system the Meiji rulers foundedtransformed itself into a system that indoctrinated students in the ideasof Confucianism and reverence for the Emperor.After the death of Okubo,a very important figure in Meiji government, in 1878, Ito, Okuma, andIwakura emerged as the three most powerful figures among the youngbureaucrats that were running the government in the name of the MeijiEmperor. Iwakura, one of the only figures in the ancient nobility to gainprominence among the Meiji oligarchy allied with Ito who feared thatOkumas progressive ideas would destroy Japans culture. Iwakuras thoughtwas able to manipulate the young Emperor to grow concerned about the needto strengthen traditional morals. Thus in 1882, the Emperor issued theYogaku Koyo, the forerunner of the Imperial Rescript on Education.Thisdocument put the emphasis of the Japanese education system on a moraleducation from 1882 onward. Previous to 1880 the Japanese education system was modeled on that of theFrench education system.After 1880 the Japanese briefly modeled theireducation system on the American system.However, starting wit h theYogaku Koyo in 1882 and ending with the 1885 reorganization of thedepartment of Education along Prussian lines, the American model wasabolished.The new education minister Mori Arinori, after returning fromEurope in 1885 with Ito, was convinced that the Japanese education systemhad to have a spiritual foundation to it.In Prussia, Arinori saw thatfoundation to be Christianity, and he decreed that in Japan the Educationsystem was to be based on reverence for the Imperial Institution. Apicture of the Emperor was placed in every classroom, children read aboutthe myths surrounding the Emperor in school, and they learned that theEmperor was the head of the giant family of Japan.By the time theImperial Rescript on Education was decreed by the Emperor in 1889 theJapanese education system had already begun to transform itself into asystem that taught what to think instead of how to think. The ImperialRescript on Education in 1889 was according to Japanese scholars such asHugh Borton, the nerve axis of the new order.Burton believes that theImperial Rescript on Education signaled the rise of nationalistic elementsin Japan. The Imperial Rescript on Education was the culmination of thiswhole movement to the right. The Rescript emphasized aspects fromConfucianism, especially loyalty and filial piety or respect for theconstitution and readiness to serve the government. It also exalted theEmperor as the coeval between heaven and earth. The Constitution of 1889, like the changes in the education system, helpedstrengthen reverence for the Imperial Institution. The 1889 Constitutionwas really the second document of its kind passed in Japan, the first beingthe Imperial Oath of 1868 in which the Emperor laid out the structure andwho was to head the new Meiji government.This Imperial Oath was referredto as a constitution at the time but it only vaguely laid out the structureof government. The constitution promulgated by the Emperor in 1889 didmuch more than lay out the structur e of Japanese government. It alsoaffirmed that the Emperor was the supreme sovereign over Japan.Thesigning ceremony itself was an auspicious event on the way to it. MoriArinori, one of the moderate leaders of the Meiji government, was attackedand killed by a crazed rightist. The ceremony itself evoked both the pastand present and was symbolic of the Meiji governments shift toward theright and the governments use of the Emperor as supreme ruler. EmperorMeiji signed the constitution, which affirmed the sanctity of the Emperorstitle (Tenno Taiken), and his right to make or abrogate any law.Theconstitution also set up a bicameral legislature.The constitutioncodified the power of the Emperor and helped the Meiji rulers justify theirrule, because they could point to the constitution and say that they werecarrying out the will of the Emperor. Even after the Constitution of 1889,the Meiji Emperor enjoyed little real power. The Meiji Emperor did noteven come to cabinet meetings because his a dvisors told him if the cabinetmade a decision that was different then the one he wanted, then that wouldcreate dissension and would destroy the idea of the Imperial Institution. .ue92079e70e30d33cdc607cd69d5caf2b , .ue92079e70e30d33cdc607cd69d5caf2b .postImageUrl , .ue92079e70e30d33cdc607cd69d5caf2b .centered-text-area { min-height: 80px; position: relative; } .ue92079e70e30d33cdc607cd69d5caf2b , .ue92079e70e30d33cdc607cd69d5caf2b:hover , .ue92079e70e30d33cdc607cd69d5caf2b:visited , .ue92079e70e30d33cdc607cd69d5caf2b:active { border:0!important; } .ue92079e70e30d33cdc607cd69d5caf2b .clearfix:after { content: ""; display: table; clear: both; } .ue92079e70e30d33cdc607cd69d5caf2b { 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; } .ue92079e70e30d33cdc607cd69d5caf2b:active , .ue92079e70e30d33cdc607cd69d5caf2b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue92079e70e30d33cdc607cd69d5caf2b .centered-text-area { width: 100%; position: relative ; } .ue92079e70e30d33cdc607cd69d5caf2b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue92079e70e30d33cdc607cd69d5caf2b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue92079e70e30d33cdc607cd69d5caf2b .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; } .ue92079e70e30d33cdc607cd69d5caf2b:hover .ctaButton { background-color: #34495E!important; } .ue92079e70e30d33cdc607cd69d5caf2b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue92079e70e30d33cdc607cd69d5caf2b .ue92079e70e30d33cdc607cd69d5caf2b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue92079e70e30d33cdc607cd69d5caf2b:after { content: ""; display: block; clear: both; } READ: Luba Art And Possible Meanings EssayTherefore, even after the Meiji Constitution, the Emperor was stillpredominantly a symbol.The Constitution ingrained in Japanese societythe idea that the government was being run by higher forces that knewbetter than the Japanese people did. It also broadened the base of supportof the Meiji Rulers who now had a document to prove they were acting onImperial Will and their decisions were imperial decisions instead of thoseof normal mortals. The symbolism of the Emperor and use of Confucianism allowed the Meijirulers to achieve their goals. One of their goals was the abolishment ofthe system of feudalism (taxes paid by peasants to landowner s) and returnof all land to the Emperor. At first the new Meiji Rulers alliedthemselves with the Daimyo clans, which are the strongest samurais justbelow the shogun and own a great deal of lands, in opposition to theTokugawa Shogun. However, once the Meiji leaders had gained control, theysaw that they would need to abolish the feudal system and concentrate powerin the hands of a central government. The Meiji rulers achieved theirgoals by having the Choshu, Satsuma, Tosa, and Hizen clans give up theirlands, granting the Daimyos large pensions if they gave up their clans, andby having the Emperor issue two decrees in July 1869, and August 1871. The role and symbolism of the Emperor, although not the sole factor ininfluencing the Daimyo to give up their land, was vital. The Meiji rulerssaid that not turning in the fiefs to the Emperor would be disloyal andpointed to the historical records, which Meiji scholars claimed, showedthat historically all land were the property of the Emperor.They showedthis by claiming that the Shogun would switch the rulers of lands and thisproved that the Daimyos did not control the title to their land but merelyheld it for the Emperor. Imperial decrees and slogans of loyalty to theEmperor also accompanied the abolishment of the Samurai system.In theabolishment of both these feudal systems, the symbolism of the Emperor, asboth the director of the initiative and recipient of the authorityafterwards, played a vital role in ensuring there success. The abolishment of feudalism and the samurai class were essential for thestability and industrialization of Japan.Without the concentration ofland and powe r in the hands of the Meiji rulers and the Emperor, the Meijirulers feared they would receive opposition from powerful Daimyos and nevergain control and authority over all of Japan. Historical examples bear outthe fears of the Meiji rulers. In 1467, the Ashikaga Shogun failed tocontrol many of the lands. As a result, a civil war raged in Japan.Thecentralization of power allowed the Meiji government to have taxingauthority over all of Japan and pursue national projects.The unity ofJapan also allowed the Meiji rulers to focus on national and not localissues. The use of Confucianism and the Emperor also brought a degree of stabilityto Japan during the tumultuous Meiji years. The Emperors mere presence ona train or in western clothes was enough to convince the public of thesafety or goodness of the Meiji rulers industrial policy. In one famousinstance, the Japanese Emperor appeared in a train car. Since then, trainbecame a common transportation in Japan. The behavior of the Imperialfami ly was also critical to adoption of western cultural practices. Before1873, most Japanese women of a high social position would shave theireyebrows and blacken their teeth to appear beautiful. However, on March3rd, 1873, the Empress appeared in public wearing her own eyebrows and withunblackened teeth. From that day on, most women in Tokyo and around Japanstopped shaving their eyebrows and blackening their teeth.The Imperialinstitution provided both a key tool to change Japanese culture andfeelings about industrialization while providing stability to Japan, whichwas critical to allowing industrialists to invest in factories and increaseexports and production. The symbols and the traditions the Meiji leaders inculcated Japanesesociety with helped the Meiji government maintain stability and pursue itseconomic policies but it also had severe limitations that limited therevolutionary scope of the Japanese government and helped bring about thedownfall of the Meiji era. The use of Confuci anism and the Emperor tobolster the Imperial restoration laid the foundation for a paradox of stateaffairs. The system that sought to strengthen Japan through the use ofmodern technology and modern organization methods was using traditionalvalues to further its goals.This caused some to turn toward the west forthe enlightenment the Meiji era promised. As a result, Okuma waseventually forced out of the increasing nationalist Genro, advisors of theEmperor.For others it led them to severe nationalism rejecting all thatwas western. This was such the case of Saigo who believed till his deathon his own sword that the Meiji leaders were hypocritical and wereviolating the Imperial Will by negotiating and trading with the west.TheMeiji government used the same symbols and traditions that the Tokugawaused, and, like the Tokugawa, gave the Emperor no decision-making power. .u8983313edab032d964bf7ce06988e6b5 , .u8983313edab032d964bf7ce06988e6b5 .postImageUrl , .u8983313edab032d964bf7ce06988e6b5 .centered-text-area { min-height: 80px; position: relative; } .u8983313edab032d964bf7ce06988e6b5 , .u8983313edab032d964bf7ce06988e6b5:hover , .u8983313edab032d964bf7ce06988e6b5:visited , .u8983313edab032d964bf7ce06988e6b5:active { border:0!important; } .u8983313edab032d964bf7ce06988e6b5 .clearfix:after { content: ""; display: table; clear: both; } .u8983313edab032d964bf7ce06988e6b5 { 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; } .u8983313edab032d964bf7ce06988e6b5:active , .u8983313edab032d964bf7ce06988e6b5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u8983313edab032d964bf7ce06988e6b5 .centered-text-area { width: 100%; position: relative ; } .u8983313edab032d964bf7ce06988e6b5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u8983313edab032d964bf7ce06988e6b5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u8983313edab032d964bf7ce06988e6b5 .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; } .u8983313edab032d964bf7ce06988e6b5:hover .ctaButton { background-color: #34495E!important; } .u8983313edab032d964bf7ce06988e6b5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u8983313edab032d964bf7ce06988e6b5 .u8983313edab032d964bf7ce06988e6b5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u8983313edab032d964bf7ce06988e6b5:after { content: ""; display: block; clear: both; } READ: The Atomic Bomb EssayThe Meiji Emperor, although having supreme power as accorded in theconstitution, never actually made decisions but was instead a pawn of theMeiji Genro who claimed to carry out his Imperial Will. Like theShogunate, the idea that Meiji governments claim to rule for the Emperorwas full with problems. The Imperial Will was a fluid idea that could beadopted by different parties under changing circumstances. Just like theMeiji rulers were able to topple the Shogun by claiming successfully thatthey were the true administrators of the Imperial Will, the militaristelements in the 1930s were able to topple the democratic elements of Japanpartially by claiming t he mantle of ruling for the Emperor.From thisperspective, the Meiji ruling class, built up of the Imperial Myth, was afatal flaw in the government. The constitution, which says in article I,The Empire of Japan shall be governed over by a line of Emperors unbrokenfor ages eternal gave to whoever was acting on the Imperial Will absoluteright to govern. The symbols of the Emperor and the tradition of Confucianism did notdisappear with the end of the Meiji era or World War II. Nowadays, theidea of filial piety is still strong, and multiple generations of a familystill usually live together even in cramped Japanese housing. The religionof Shinto, traditional Japanese animism or nature worship, that the Meijileaders rejuvenated during their rule in order to help foster the imperialcult is still thriving as the thousands of Tori gates and Shrines aroundJapan attest.But the most striking symbol to survive is that of theEmperor, stripped after World War II of all power, is still revered. During the illness of Emperor Showa in 1989, every national newspaper andtelevision show was full of reports related to the Emperors health. During the six months that the Showa Emperor was sick, all parades andpublic events were canceled in respect for the Emperor. Outside the gatesof the Imperial palace in Tokyo long tables were set up where people linedup to sign cards to wish the Emperor a speedy recovery. The news mediaeven kept the type of illness the Emperor had a secret in deference to theEmperor. At his death after months of illness, it was as if the ImperialCult of the Meiji era had returned. Everything in Japan closed down,private television stations went as far as to not air any commercials onthe day of his death, and now almost six years after his death more thanfour hundred and fifty thousand people travel annually to the isolatedgrave site of Emperor Showa. The traditions and symbolism of Confucianism and the Emperor were criticalto the Meiji rulers gaining control of power and goals ofindustrialization. The rulers implanted the Japanese public with thesetraditional values through an education system that s tressed morallearning, and through a constitution that established the law of Japan tobe that of the Imperial Will. The values of Confucianism and symbol of theEmperor allowed the Meiji government to peacefully gain control of Japan byappealing to history and the restoration of the Emperor. However, theMeiji rulers never restored the Emperor to a position of real politicalpower. Instead, he was used as a tool by the government to achieve theirmodernization plans in Japan, such as the abolishment of feudalism, the endof the samurai class, the propagation of new cultural practices, and pubicacceptance of the Meiji governments industrialization policies. Thesymbols and traditions of Japans past are an enduring legacy that havemanifested themselves in the Meiji Restoration and today in Japanscontinued reverence for the Emperor. References1. Nagata, Hidejero. (1921). A Simplified Treatise on the Imperial Houseof Japan. Tokyo: Hakubunkwan. 2. Kuwasaburo, Takatsu. (1893). The History of the Empire of Japan. Tokyo: Dai Nippon Tosho Kabushiki Kwaisha. 3. Reischauer, Edwin O. (1987). Japan Past and Present. Tokyo: TuttlePublishing. 4. McLaren, Walter. (1916). A Political History of Japan During the MeijiEra 1867-1912. New York: Scribner and Sons. 5. Sato, Shusuke. (1916). Some Historical Phases of Modern Japan. NewYork: Japan Society. 6. Allen, Louis. (1971). Japan the Years of Triumph. London: Purnell andSons. 7. Duus, Peter. (1976). The Rise of Modern Japan. Boston: HoughtonMifflin Company. 8. Large, Stephen. (1989). The Japanese Constitutional of 1889. London:Suntory-Toyota International Centre. 9. Best, Ernest. (1966). Christian Faith and Cultural Crisis the JapaneseCase. Leiden: E.J. Brill. 10. Borton, Hugh. (1955). Japans Modern Century. New York: Ronald Press. 11. Murphey, Rhoads. (1997.) East Asia: A New History. New York: AddisonWesley Longman, Inc. Endnotes1 Nagata, Hidejero. (1921). A Simplified Treatise on the Imperial Houseof Japan. Tokyo: Hakubunkwan. p.47. 2 Kuwasaburo, Takatsu. (1893). The History of the Empire of Japan. Tokyo: Dai Nippon Tosho Kabushiki Kwaisha. p.206. 3 Ibid. p.17. 4 Reischauer, Edwin O. (1987). Japan Past and Present. Tokyo: TuttlePublishing. p.112. 5 McLaren, Walter. (1916). A Political History of Japan During the MeijiEra 1867- 1912. New York: Scribner and Sons. p.32. 6 Sato, Shusuke. (1916). Some Historical Phases of Modern Japan.NewYork: Japan Society. p.4. 7 McLaren. A Political History of Japan During the Meiji Era 1867-1912. p.44. 8 Allen, Louis. (1971). Japan the Years of Triumph. London: Purnell andSons. p.8. 9 Duus, Peter. (1976). The Rise of Modern Japan. Boston: HoughtonMifflin Company. p.73. 10 Nagata. A Simplified Treatise on The Imperial House of Japan. p.142. 11 Ibid. p.35. 12 Large, Stephen. (1989). The Japanese Constitutional of 1889.London:Suntory- Toyota International Centre. p.27. 13 McLaren. A Political History of Japan During the Meiji Era 1867-1912. p.70. 14 Murphey, Rhoads. (1997). East Asia: A New History. New York: AddisonWesley Longman, Inc. p.44. 15 Ibid. p.45. 16 Duus. The Rise of Modern Japan. p.116. 17 Best, Ernest. (1966). Christian Faith and Cultural Crisis theJapanese Case. 18 Leiden: E.J. Brill. p.108. 19 Ibid. p.105. 20 Ibid. p.105. 21 Ibid. p.106. 22 Ibid. p.106. 23 Ibid. p.106. 24 Ibid. p.106. 25 Duus. The Rise of Modern Japan. p.117. 26 Borton, Hugh. (1955). Japans Modern Century. New York: RonaldPress. p.524. 27 Duus. The Rise of Modern Japan. p.118. 28 McLaren. A Political History of Japan During the Meiji Era 1867-1912. p.69. 29 Nagata. A Simplified Treatise on The Imperial House of Japan. p.60. 30 Large. The Japanese Constitutional of 1889. p.9. 31 McLaren. A Political History of Japan During the Meiji Era 1867-1912. p.193. 32 Ibid. p.192. 33 Large. The Japanese Constitutional of 1889. p.27. 34 Nagata. A Simplified Treatise on The Imperial House of Japan. p.89. 35 McLaren. A Political History of Japan During the Meiji Era 1867-1912. p.77. 36 Ibid. p.78. 37 Ibid. p.77. 38 Ibid. p.83. 39 Ibid. p.82. 40 Reischauer. Japan Past and Present. p.66. 41 Duus. The Rise of Modern Japan. p.117. 42 Allen. Japan the Years of Triumph. p.41. 43 Duus. The Rise of Modern Japan. p.84. 44 Ibid. p.119. 45 Ibid. p.88. 46 Ibid. p.94-95. 47 Reischauer. Japan Past and Present. p.166. 48 Ibid. p.167. 49 Ibid. p.13. 50 Large. The Japanese Constitutional of 1889. p.20. History

Complete Guide on How to Craft a Winning Geography Term Paper

Complete Guide on How to Craft a Winning Geography Term Paper The Peculiarities of the Geography Term Paper The Geography term paper is a written assignment that should be written by those students who attend particular courses, such as Ecology, Oceanography, Geomechanics, Earth sciences, and Geology. Students may be required to complete the Geography term paper at the end of one of the courses mentioned earlier. Usually, a term paper is based on in-depth research, and therefore, it has many features in common with a research paper. Similar to the structure of the research paper, this type of paper should contain several pages since you have to describe the selected topic in detail. In order to receive a high mark for your Geography term paper, you have to conduct your own research, apply different statistics, charts, and other people’s research, as well as structure your paper in accordance with all professors requirements. What is more, you may extend one of your previous research papers or utilize the information mentioned there for your term paper. Thus, writing a Geography term paper is not an easy task since it requires you to conduct in-depth research and analyze various sources. The Geography term paper should contain personal thoughts, critical analysis, and factual information. Therefore, you should include your own ideas about the selected subject and propose new solutions to the chosen issue. What is more, Geography is closely connected with other fields, such as Geology, Ecology, and Earth Science, which is why you may conduct a precise investigation through the prism of those fields. Hence, you can apply knowledge of different disciplines to make your Geography term paper more detailed and thorough. Find a Perfect Topic for the Geography Term Paper Usually, the professor provides students with a list of acceptable topics for the term papers. Sometimes you may be required to create a topic for your term paper on your own. In this case, you will be able to select a topic of your interest. You should remember that the topic of your term paper should be part of the course. Thus, you shouldn’t choose a completely new topic. Plus, you have to select a relevant issue for the paper because it will be easier for you to find some credible sources. It can be explained by the fact that if you select a recent event for the analysis, you will be able to present your vision of the situation or propose your solution to the issue. Furthermore, you have to choose a topic carefully since it is the first thing that the readers see. It should attract the reader’s attention and present what you want to describe. Besides, you should always bear in mind that your topic should not contain more than fifty-one characters. As you can see, many aspects should be taken into consideration while creating a topic for the Geography term paper. The following list of topics is acceptable for your Geography term papers: The Influence of Deforestation on the Arid Area; How Volcanic Eruption Affects the Ozone Layer? The Possible Solutions to the Hazard of Landslide; Geomorphological Changes in Central Europe; The Influence of Modern Ways of Farming on Soils; The Consequences of Floods in South America. Browse Appropriate Sources for the Geography Term Paper Before you start writing the term paper, recognize the central points of the selected topic. To do it, you should investigate the topic either in the library or on the Internet. If you decide to use the Internet, you should always remember that not all websites contain reliable information. You have to omit using the websites that end in .com and .net. There are many other online sources that may help you with writing the Geography term paper. You should consider the websites that are maintained by the government or educational institutions since they are supposed to be credible enough to utilize them in academic writings. Apart from that, there are many other websites that don’t end in .gov or .edu, but they’re still credible. What is more, you can apply various types of sources in your term paper, such as interviews, speeches, textbooks, maps, and even encyclopedias. The following geographic online sources may be useful for you while writing the Geography term paper: The World Factbook (an online source that contains different information on diverse countries of the world. The articles are written by professionals in Geography and closely related fields, and describe different disciplines, such as the Economy, Geography, and Social Environment); The Sage Handbook of Qualitative Geography (the database of articles divided into three sections, namely encounters and collaborations, openings, and making sense); GeoRef (an online database that identifies various books, articles, and other publications that relate to Geology and Earth Sciences); Web of Science (an online multidisciplinary database that identifies journal articles in all social science disciplines, including Geography). The Importance of the Prewriting Activity Once you have understood the key aspects of the selected topic and found necessary information, proceed to the pre-writing activities. With the help of these activities, you will be able to gather interesting ideas and create an outline. There are plenty of pre-writing techniques, but only the most effective ones are going to be presented. Techniques for More Effective Brainstorming. This technique is perfect for teamwork, but it can also be applied when you write the paper on your own. The central idea of this technique is to write as many ideas as possible quickly. You may use bullet points or make a list in order not to waste time organizing the complete sentences. For example, if you decide to investigate the factors that cause a volcanic eruption, you may think about the countries with the largest number of volcanoes and compare what features they have in common. As it can be noticed, this type of pre-writing technique requires you to have additional knowledge of some other fields. Freewriting to Get Yourself Out of a Creative Rut. This pre-writing exercise is similar to the previous one since you should generate ideas non-stop. There is one essential difference – you have to write complete sentences. At the same time, you should not think too much about grammar and spelling since the primary goal of this technique is to create the first draft of your term paper. This type of pre-writing exercise is not for everybody because it requires strong writing skills. However, if you can handle the previous pre-writing technique, you may try to complete this one since you will have the central ideas for the paper. Apply Mind Mapping Techniques. This particular pre-writing technique requires you to focus on the central ideas and expand them. For this exercise, you have to put the primary ideas in circles and draw some lines to write some supportive ideas or connect some other related ideas. Therefore, if you want to compare the geographic features of two different areas, you should divide the paper into two parts and draw two circles on each part. Those two circles will represent common and different features. This technique is a great option for visual people since it allows to visualize the ideas in one’s head easily. With the help of the techniques mentioned before, you will be able to create an outline for your term paper since you will have all the necessary ideas for all paragraphs. The Structure of the Geography Term Paper Now you’ve reached the point when you should develop the ideas collected during the pre-writing activities into a good structure for your term paper. All academic writings have a similar structure. It means that all of them have an introductory section, the main body segment, and the conclusion. Besides, each of those parts has its special structure which will be described below. Let’s take the influence of deforestation on the arid area as a sample topic to see how the approximate structure of the Geography term paper should look like. Introduction Where the Story Opens Up This part of the term paper should not be too long since it should briefly present the issue that you want to describe. Furthermore, you are not allowed to insert any in-text citations and quotations. The introduction should contain background information, some key ideas, which will be expanded in the main body paragraphs, and a thesis statement, which will be explained and supported there as well. The following thesis statement may be acceptable for the selected topic â€Å"The Influence of Deforestation on the Arid Area†: â€Å"In the particular arid areas, such as Africa, Central America, some parts of South America, and Australia, intensive deforestation induced the starvation of a significant number of people and animals since most of the local rivers and lakes had dried.† Main Body: a Place for Specific Evidence Supporting Details In this section, you should write more than two paragraphs since you should have more than two arguments that will support your thesis statement. Unlike the introductory paragraph, here you can apply various in-text citations and quotations and properly cite them to make your paper free of plagiarism. There are two major referencing styles, namely APA and MLA. For the APA referencing style, you have to mention the author/author’s last name and the year of publication. For the MLA referencing style, you don’t have to provide the year of publication. Instead, insert the number of the page where you found the information. To make your term paper smooth, you should apply different linking words. As you may notice, there are plenty of details to take into consideration while writing the main body paragraphs. Conclusion: Shape the Impression that Stays with Your Readers! The concluding part of the term paper is quite similar to the introductory one since both of them should be of the same size and free from in-text citations or quotations. In this paragraph, you have to restate the thesis statement and support it with arguments mentioned in the main body paragraphs. You are not allowed to write the information that was not mentioned in the previous paragraphs. In general, the conclusion should look like a shortened version of the entire term paper. Proofreading to Get Your Paper to Absolute Perfection Having finished writing the term paper, you have to re-read it to ensure that you have not made any grammar, spelling, or stylistic mistake. Pay special attention to the punctuation and word choice since you may forget to put a comma after a linking word and before the â€Å"and† when listing elements. Furthermore, you should always remember that you have to use a particular vocabulary while writing academic papers. Besides, it is advisable to re-read the paper the next day because then you will be able to look at the text from a fresh perspective. Apart from that, you can ask another person to check your term paper. However, you should select the person who has strong writing skills and will be able to detect and explain the mistakes. Ask that person to tell you whether the paper is coherent and cohesive. If it is not, ask what part of the paper should be changed to improve its quality. As a result, if you follow most of the recommendations presented above, your professor will be satisfied, and the term paper will receive a high mark. References â€Å"Choosing Appropriate Resources.† Butte College Library, 2018, www.butte.edu/services/library/learning/research-paper/resources.html. â€Å"Geography Term Paper Guidelines.† University of Wisconsin Whitewater, www.uww.edu/Documents/colleges/cls/Departments/Geo/guide.pdfusg=AOvVaw09gwhRqLYrfwthljbtjcNA. â€Å"Guide to Sources in Geography Geographic Information Science.† Illinois Newspaper Project|University of Illinois at Urbana-Champaign, 2017, www.library.illinois.edu/sshel/geography/geoggui/. How to Choose a Term Paper Topic. 2018, content.csbs.utah.edu/~cashdan/evpsych/termpaper_questions07.pdf. Lahl, Allison. â€Å"Before You Start Writing That Paper A Guide to Prewriting Techniques.† SLC | UC Berkeley, Student Learning Center, University of California, Berkeley, 2008, slc.berkeley.edu/you-start-writing-paper-guide-prewriting-techniques-0.

A Biography of US Senator Rand Paul

A Biography of US Senator Rand Paul Rand Paul is a Republican United States Senator from Kentucky with conservative-libertarian view points, and the son of former Congressman and regular presidential candidate Ron Paul. An eye doctor by trade, Paul has been married to his wife, Kelly, since 1990 and together they have three sons. While Paul has limited political history, he was a frequent campaigner for his father and also the founder of a pro-taxpayer group in Kentucky, Kentucky Taxpayers United. Electoral History: Rand Paul has a very limited political history and did not make a run for political office until 2010. Although he started as a double-digit underdog to Trey Grayson in the GOP primary, Paul took advantage of the anti-establishment sentiment within the Republican Party and was one of many long-shot outsiders to oust GOP-backed candidates. With the backing of the tea party, Paul went on to defeat Grayson 59-35%. Democrats believed they had a decent chance in the general election against Paul due to his lack of political experience. They party picked the fairly popular state Attorney General, Jack Conway. Though Conway led in early polling, Paul went on to win by a fairly comfortable 12 points. Paul was backed by most conservatives and tea party groups, including Jim DeMint and Sarah Palin. Political Positions: Rand Paul is a conservative-libertarian who is ideologically-aligned with his father, Ron Paul, on most issues. Paul is staunchly in favor of states rights on most issues and he believes that the federal government should only legislate where it is constitutionally authorized to do so. He believes hot-button issues such as gay marriage and marijuana legalization should be up for each state to decide, which also seems to be an emerging opinion within the conservative movement. Paul has also been a major figure in minority outreach and a major proponent of criminal justice reform. Rand Paul is pro-life, which is perhaps where he deviates most from the larger libertarian movement. He opposes federal funding of almost everything, including abortion, education, healthcare and other extra-constitutional issues that are meant to be handled by each individual state. The main area of concern for conservatives regarding Paul is on foreign policy. While Paul is clearly on the less interventionist and less activist scale of foreign policy, he is not quite the extremist his father was on the issue. He is strongly opposed to NSA spying programs. 2016 Presidential Run: Picking up where his father left off, Rand Paul announced a run for the 2016 GOP nomination for President. While he started off with decent numbers, his popularity took a dip as he suffered a handful of poor debate performances. While his father often occupied the wild outcast role in presidential elections, Rand Pauls more measured approach actually seems to have hurt him. The anti-establishment crowd drifted away from the Ron Paul/Rand Paul side and over to Donald Trump and Ted Cruz, both who have out-maneuvered Paul. His foreign policy views have also become a liability as the Republican Party has shifted back to a more hawkish stance following the off-hands approach of the Obama White House. This has led to the occasional back-and-forth between Paul and fellow contender Marco Rubio, who has typically came out for the better. Financially, the Paul campaign has struggled and it has remained in the bottom rung of candidates. His polling has also lagged, and he has constantly struggled to remain above the debate threshold. Some Republicans have called for Paul to give up on the race and instead focus on his 2016 Senate run as they fear he is wasting valuable resources while damaging his personal popularity.

Personal Perspective of Managing Change Essay Example | Topics and Well Written Essays - 1250 words

Personal Perspective of Managing Change - Essay Example The other challenge is in the environment that holds numerous alterations to provide the necessary comfort. Without an organized plan and schedule to predict these changes, the management of the organization may suffer the fate of failing to develop their mission and generate the needed development. However, with the desire to develop positive progress and create the virtues that help the subordinates create success, the management may articulate the positive measures to relay their information to complete the set goals. The social relationships within the society may also be extended to the relations within the work place to accord the tough challenge of discerning diversity. The norm presented is a constantly changing environment and the stable mission and objective of the organization. The challenge is also extended in presenting the needed steps that would oversee these missions and objectives delivered in the right proportion. Changes within the organization are diverse and affe cted by numerous environmental presentations. The organization holds individuals that bear distinguished beliefs and experiences. The diversity is also presented in the mode of completing tasks and the relation to external subjections. The skilled group of qualified personnel that are invited to engage in the task completion determines the composition of the organization. The changes witnessed in the organizational setting are affected by the nature of the result that is possessed in the procedure. The norms held by the individuals are considered to affect the witnessed changes in the organization. The set up within the organization are determined by the values established and the principles held in the members. When the change to be created affects the values and beliefs of the members, the results may be damaging to the organization and inhibit progress. The set principles and guidelines established are extended to be projected in future organizational setting that defines the org anization. The ideology to preset the necessary implements to maintain the scope of change within the organizational setting promotes development. Once the organization identifies the possibility of experiencing changes within the organization, the reaction needs to be placed on the adequate managerial style that has the capability to maintain the performance level. The changes experienced in the organizational setting may affect the results presented in task completion. The results are varied with the consideration issued in predicting the cause of the changes. They may be from the organizational structure or the accumulated experiences from the members that constitute the organization. Management of these changes has been realized to contribute to the positive outcome needed to provide a positive direction to mission completion. The majority of the attempts to manage the witnessed changes present tasking procedures that may not be productive. The solution presented is the study of the change management procedure that issued the right directive in arranging values that hold the needed key for progress. The images of change management are the key factor applied by the manager to offer a positive platform that abets successful outcomes. The manager needs to

The Woman at the Tomb Essay Example | Topics and Well Written Essays - 1000 words

The Woman at the Tomb - Essay Example The faith in Jesus’ resurrection plays a central feature in the Christian tradition. In such case, there is the need to investigate the origin and meaning of the belief in Jesus’ resurrection. The oldest text in the New Testament that says something about the resurrection can be found in the first letter of Paul to the Christian community in Corinth that was written around the year 56 C.E. The passage reminds the Corinthians of the proclamation of Paul regarding the resurrection of Jesus. Such reminder by Paul also indicates how early the resurrection belief was. The text starts with â€Å"I handed on to you as of first importance what I in turn had received† (1 Cor. 15:3). This indicates that what follows is not purely Paul’s composition. Paul quoted a very old creedal statement. There are many theories behind regarding how Paul might have received this basic Christian proclamation. Some scholars say that he received the main formula at Damascus when he w ent there upon being converted to Christianity about 36 C.E. Others would state that Paul got all or some of this material from his first visit to the Christian community of Jerusalem in 39 C.E. The formula from which Paul quotes contains two important elements about the resurrection: he was raised and he appeared (Loewe 101). ... The author of the gospel supplies his audience various indications of time. Furthermore the names of the women, Mary Magdalene, Mary the mother of James and Salome were mentioned. When the women arrived in the tomb, they saw a young man dressed in white. The young man made a three-part speech. Firstly, he addressed the women’s feelings. Secondly, he explains why the tomb is empty. According to him, Jesus had been raised. Thirdly, the young man gave the women a job to do that is, to tell the male disciples that Jesus will see them in Galilee. Mark also established what transpired between the young man and the three women placing its emphasis on the reaction of the women to the young man. For Mark, the women’s response to the good news of the resurrection was a disappointment. Overcome with fear, the women run away and did not tell anyone what they experienced. Matthew followed Mark in this narrative of the empty tomb. Salome was taken out of the picture leaving Mary Magd alene and â€Å"the other Mary.† For Matthew the reason of the women in was simply to see the tomb. Another major change in the version of Matthew is the dramatic scene were the opening of the stone of the tomb coincided with an earthquake. In contrast with the earlier account of Mark, the author of Matthew describes the reaction of the women to the resurrection on a positive note. The women left the tomb with fear and great joy then ran to tell the other disciples. Luke’s version of the empty tomb bonds with Mark regarding the purpose of the women in visiting the tomb that is to anoint Jesus with spices. The number of women increases: Joanna replaces Salome and there were other unnamed women as well. The young man in Matthew’s edition turns into an angel and eventually

Corruption of Culture Essay Example for Free

Corruption of Culture Essay In Yukio Mishimas Swaddling Clothes we see a great deal of symbolism portraying the corruption of the Japanese culture. The times are changing and with that change, culture is adapting to it. Some of the Japanese feel threatened and that the changes that are being made are corrupting their moral values. The story is told through Toshiko, a lonely and seemingly oppressed wife and mother. She shows how this corruption is leading to decay. The story depicts the corruption of Japanese culture by western modernization. Japanese culture is becoming more westernized, unhomely with its Western-style furniture (366). The air of the room being unhomely because some Japanese thought that Western-style was corrupt. Toshikos husband is accepting these changes, sitting there in his American-style suit, puffing at a cigarette (366). The city they live in is changing as well, dotted with bars and then by a theatre (368). The park that Toshiko visits had also changed, The paper lanterns that hung from wires between the trees had been put out; in their place electric light bulbsthat shone dully beneath the blossoms (369). The word dully being used to show that western-style is dull and dreary. Violence is one of the concepts Toshiko relates to western culture. Toshiko believes western style is violent, his frail body was wrapped in bloodstained newspapers (367), showing the degradation of moral values in this westernized society. When Toshikos husband is sitting there talking with his friends he jokes about the incident and stating I rescued our good rug (367), this showing that his mind is corrupt with the western culture because he did not care about the well being of the nurse and the blood did not faze him. The baby is a symbol of the violence in the western culture as well. The way the baby was born was out of wedlock, Even if that baby should grow up in ignorance of the secret of his birth, he can never become a respectable citizen (368). Toshiko worries that the baby who has been sinned against (368) may come in contact with her son one day and, savagely stab him with a knife (368). All because the baby was born out  of wedlock, due to Western modernization, Toshiko thinks of him as violent and evil. Western culture is not only se en as violent but as polluted as well. Western-style is also polluting their society. While walking in the park Toshiko notices that the people would automatically kick aside the empty bottles or crush the waste paper beneath their feet (369). Waste pollution not only being the kind of pollution polluting their society but moral pollution as well. Toshiko sees a homeless man and wonders was it one of those miserable drunks often to be seen sleeping in public places? (369). The homeless man in the park is a symbol of the baby that will grow up to be in crime and poverty, though what is most significant is the way that he is dressed, his khaki trousers had been slightly pulled up (370), this showing that he is westernized just like Toshikos husband. Toshiko is saddened by this westernized lifestyle. This story shows through many elements the degradation of moral values in the modern westernized changes that are taking place. Through the moral changes, the violence of the western culture, and the pollution we have seen that Toshiko believes that her society is corrupt. There are many symbols showing these changes; through the baby, Toshikos husband, and through the homeless. She continually contemplates the loss of their moral values and is saddened. Ultimately this story is trying to depict the corruption of Japanese culture by western modernization.

Library Essay -- Library Science

Recently, school library journals have been fraught with tales of gloom and despair – the libraries are closing. But dig a little deeper, scratch more than the surface, and perhaps we will find that not all school libraries are closing. In fact, the trend suggests that only libraries that are not meeting the updated needs of their students find themselves on the chopping block. Why? The traditional services offered by the traditional school library can no longer be supported under the weight of enormous financial constraints. Although traditional school libraries continue to service students’ basic needs, if libraries are not willing to diversify their services, budget cuts will force school libraries to close because they do not meet the needs of today’s student. Simply put, no one can afford to spend more and get less. According to a recent American Library Association report (2010), even as school enrollments are increasing, funding for information resources are decreasing, with fewer libraries serving more students. So how do some school libraries continue to flourish and gain importance? By creating progressive hubs for student engagement, ingenuity, diversity, and teamwork and transitioning into media centers, learning commons, information resource centers. But what is really in a name? What is at the heart of the school library? Books? Periodicals? Videos? Yes, yes, and yes. All these resources are housed in the school library, but the library is so much more than that. Alfaro (2009) defines the school library as â€Å"†¦a wealth of information in print and non-print formats categorized to support the knowledge the children will learn in their classrooms, at home, and through first-hand experiences† (p. 30). So how will the libr... ...effective results. They must utilize available technology, but provide depth and breadth, not just surface-level services. Abrams (2003) asserts that librarians can â€Å"†¦make a difference over the next five years by understanding what’s coming, learning how it works, seeking key benefits for our students, and becoming the resource in our schools that lifts our learners up to their full potential† (p. 6). It’s actually been almost 10 years since that article was written, and still, a new and challenging development is looming over the library: diversification. This diversity of the library’s workforce, collections, and services offered is beginning to travel outside its current comfortable boundaries and seek to balance actions and obstacles in order to change the way the library does business. The library should â€Å"look like† the multicultural world it’s representing.

Jewish, Early Christian, Byzantine and Islamic Art

Teri Wilson March 1, 2010 Professor Hollinger Module 5 JEWISH, EARLY CHRISTIAN, BYZANTINE AND ISLAMIC ART Every religion has its own approach to art and architecture. An assessment between different traditions can offer an illuminating insight into the varying religious outlooks and theologies. Architecture, as well as art, is influenced by a number of forces in society, in the environment, in the psychology of the people who produce it, and in different institutions. It is an expression of inner feelings and beliefs and so naturally is influenced by religion in many societies. Religious architecture is created to experience the sacred, to provide a place into which spiritual energies flow and reflect a sense of the divine. Some religions speak of art directly or have tenets which influence what can and cannot be depicted in art. The scriptures of these religions are the theological basis and shape the way people in express themselves, and this includes how they express themselves through art and architecture. The architecture in Judaism, Christianity, Byzantine, and Islam has important similarities and differences that are a result of the teachings of these faiths. In the first centuries C. E. , Jewish communities could be found in every corner of the Roman Empire. The archaeological remnants and literary attestations of more than 150 synagogues throughout the empire make clear that Jews were integral to the urban landscape of late antiquity, well beyond the borders of Roman Palestine. Asia Minor, in particular, was one of the most prosperous, Jewish communities (Stokstad, 164) The third-century synagogue in the Roman garrison town of Dura-Europos, Syria, like the Christian meeting house and the shrine devoted to the Persian god Mithras that stood just yards away, was adorned with sumptuous painting. The Wall of Torah Niche had splendid murals with narrative scenes from the Bible covered the synagogue's walls; painted tiles of zodiacal symbols ornamented its ceiling (Stokstad, 165). Plaques with dedicatory inscriptions give some indication of the individuals and families who funded the building of such synagogues. In building their monuments, Jews often embraced the Greco-Roman practice of paving the floor with elaborate mosaics, many of which demonstrate an understanding of the second commandment injunction against image making that may surprise today's viewer. In early Byzantine synagogues such as Hamman Lif in North Africa and Beth Alpha, Hammath Tiberias, and Sepphoris in Israel, specifically Jewish symbols—shofarot (ram's horns), menorot (branched lamps), and Torah shrines—might appear alongside pomegranates, birds, lions, and fountains (metmuseum. rg). Zodiac wheels with human figures also find a prominent place in the pavements of several synagogues, dated from the fourth to the sixth centuries, as do scenes drawn from the Bible or allegorized images of the River Nile. After the destruction of the Second Temple by Roman emperor Titus in 70 C. E—an event commemorated on the Arch of Titus in Rome and in Jewish liturgy—images of the Temple's furnishings, especia lly the celebrated gold menorah, or seven-branched lamp, became emblematic of Jewish religion. Marble sarcophagi favored by wealthy Romans were adapted for Jewish use by incorporating a stylized relief image of a menorah (metmuseum. org). In the catacombs of Rome, Jews placed gold glass disks representing the menorah and Torah arks at their tombs, as well as symbols of the festival of Sukkot just as Christians placed glass disks showing saints All these images reference the destroyed Temple and invoke a hoped-for messianic age when the Temple would be restored. So wide-ranging are the contexts for the menorot that it is clear the symbol frequently served merely to distinguish a Jewish monument or a Jewish patron. Seven-branched candlesticks appear in Roman and Byzantine art: in graffiti in the catacombs, inscribed on plaques, as a motif on seals, as decoration on glass bottles and on clay lamps all further testimony to the integration of Jews into late Roman and early Byzantine society (metmuseum. org). With the adoption of Christianity as the official religion, art was able, so to speak, to come above ground in the old pagan city of Rome, and painting, instead of being restricted to the decoration of the walls of the Catacombs or of small chambers and chapels, came into use on a large scale in the new churches that were at once set up. At the same time patronage moved from the hands of the poorer classes to the richer, and artists of outstanding quality came to be employed as well as those of obscurer character, who would work for small fees (www. religion-online. org). To wall painting was added the more luxurious art of mosaic; numerous sculptures were done, and minor objects, often in expensive materials, were in addition produced in the service of the Church, so that art production became at the same time both more extensive and more luxurious (www. religion-online. org ). A great deal of the work that was done at this time has of course perished, more especially that in fragile materials, such as textiles or paintings on panels, but a few mosaics of the fourth century and a good many more of the fifth survive in Rome, and there is quite a lot of sculpture, both on a large scale in stone and on a small in ivory. Something has already been said about the ivories, more especially the Consular diptychs, which necessarily form a part of the general picture, though it is not always easy to be sure of where they were made, as they are in a diversity of styles (www. eligion-online. org). Here we are concerned not so much with these things as with works which are essentially Christian and also undoubtedly Roman, such as the mosaics and wall painting, which are necessarily immovable or stone sculptures on a large scale in a material which was carved on the spot and quarried in the neighborhood. The earliest of the mosaics are those in the church of Sta Constanz a, which was built as an octagonal martyrium or tomb sanctuary between 306 and 337. It was converted into a baptistery in the fifth century, when the lateral apses were added. Only the mosaics on the roofs of the vaulted aisles are of the same date as the original building. This roof is divided into eight compartments, and there are different designs in each, though only those on the three sets on each side survive; they are in pairs, balancing one another on each side. These mosaics, which consist in the main of scrolls and other diverse motifs shown in isolation against a white ground, are very classical in character; they are virtually floor mosaics transferred to the roof. The mosaics which decorated the central dome have not survived, though there is a sixteenth century painting of them in the Escorial. They included scenes from the Old and New Testaments, bordered below by a river and separated one from another by caryatid figures, not unlike the dividing panels in the Baptistery of the Orthodox at Ravenna. In the apses which terminate the sides of the octagon to the north and south are figural compositions of a rather different character, depicting the â€Å"Traditio Legis†, where Christ conveys future responsibility for preaching on one side to Peter and on the other to Paul. Our Lord stands in the centre of each apse, with the Apostle before Him, against a background of trees (catholic-resources. org). The mosaics are probably to be assigned to the time of the building's conversion for use as a baptistery in the fifth century. They have, however, been very much restored at subsequent dates, and to-day appear somewhat clumsy (catholic-resources. org). Those in the dome probably belonged to the same date as those in the vaults of the octagon. Another similar church of this kind is the Church of Santa Sabrina, a fifth-century basilica in Rome. The basilica, constructed by Bishop Peter of IIyria between 422 and 432 BC, is another must see (Stokstad, 170). Santa Sabrina, exterior is typical of the time, which is severe brickwork. In contrast, the interior displays a wealth of marble veneer and 24 fluted marble columns with Corinthian capitals acquired from a 2nd century building (Stokstad, 170). Christianity subject matter is the prime source of art up to the modern era. We find religious art in all styles and the major artists used Christianity in most of their paintings and built structures for Christian churches. In conclusion, it can be seen that art is not just one thing. It is a combination of devices which have taken thousands of years to grow and develop, through different religions, and through time. I personally feel that art is not something that we can define or even begin to describe. Art is to much a part of life to single out on its own or define, especially, religious art. Trying to write a summary on a general view of what art is is virtually impossible. Art, inside of every person is seen as something different and unique making the definition of art diversified for every person. Works Cited 1. www. metmuseum. org 2. www. catholic-resources. org 3. www. religion-online. org 4. Our book, â€Å"Art: A Brief History† by: Marilyn Stokstad

Ptlls Assignment 1 Ground Rules

Edexcel (PTLLS) Michelle Brunton Theory Task One (Unit 5) – part 1 How would a teacher/tutor establish and maintain a safe and supportive learning environment for their learners? It is important to provide a safe and supportive learning environment so that all learners feel comfortable, relaxed and able to explore learning regardless of their previous experiences. For example if student behaviour is not managed, bullying, intimidation and discrimination can occur. There are a number of methods and approaches which could be used to achieve this. Establish ground rulesIn order to create safe and supportive learning environments, it is important to agree rules and boundaries with learners. Gravells stated â€Å"Having ground rules gives a firm boundary for all learners to work within† (2008:8). Ground rules can be established in a number of ways. For example they can be dictated by the teacher/tutor or developed by the students through group exercises, designing posters to illustrate them. By establishing ground rules the learners will be more aware of what behaviour is expected of them, and therefore promotes respect between learners.In turn, this will establish a positive, agreeable and respectful environment in which to learn. According to Petty, â€Å"experiments show that classrooms become much more orderly when rules are stated, or better still negotiated, discussed and fully justified. † (2006:3) this is supported by Gravells who states that encouraging students to take part in making the ground rules, â€Å"allows the group to take ownership of their own rules, then they are more likely to keep to them† (2008:8) Build a strong classroom communityThe classroom environment allows learners to build stronger and larger networks beyond their own community. In â€Å"Evidence based teaching† Petty states â€Å"Good teacher-student relations ensure that students have a more positive attitude to the teacher and to learning, and m ake them more likely to accept rules and any disciplining. † (2006:6) The teacher/tutor can use a number of approaches to facilitate a strong classroom community such as Ice breakers, which provide students with an opportunity to share information about their backgrounds and cultures, exploring the diversity they bring to the classroom.Encouraging students to work in pairs or small groups is another way to encourage students to work with people they would not usually interact with. By building networks in the classroom, students can create supportive relationships with both peers and teachers. Valuing student diversity The classroom should provide students with an environment that is conducive to learning. Valuing diversity within the classroom encourages learners to recognise and respect the fact that people are different. Their differences could include age, cultural background, literacy and numeracy levels and learning styles.Gravells’ definition of diversity is â₠¬Å"valuing the differences in people, whether that relates to gender, race, age, disability or any other individual characteristics they may have†. (2008:18) If a student feels uncomfortable, unsafe, or not respected, then their chances of success in that class could dramatically decrease. Evidence suggests that to establish and maintain a safe and supportive learning environment it is essential to have agreed ground rules and boundaries in place, a strong classroom community which is co-operative and supportive and a strong value for diversity within the classroom.The Teacher should create an environment which outlines clear and reasonable expectations for behaviour, has a relaxed atmosphere and where social and cultural differences are respected and cultivated as resources for learning. Word count (533) Petty G. (2004) Teaching Today 3rd Edition, Cheltenham: Nelson Thornes Petty, G. (2006) Evidence Based Teaching: a practical approach. Cheltenham: Nelson Thornes Free additio nal chapter for ‘Evidence Based Teaching’ by Geoff Petty (2006) Nelson Thornes. www. geoffpetty. com. Gravells, A. (2008) Preparing to Teach in the Lifelong Learning Sector. Exetor: Learning Matters.

Setting and Characters in Act Two of the Play Clybourne Park

Setting and Characters in Act Two of the Play Clybourne Park During the intermission of Bruce Norris play Clybourne Park, the stage undergoes a significant transformation. The former home of Bev and Russ (from Act One) ages fifty years. In the process, it erodes from a quaint, well-kept home into a residence that features, in the words of the playwright, an overall shabbiness. Act Two takes place in September of 2009. The stage directions describe the altered environment: The wooden staircase has been replaced with a cheaper metal one. ( . . . ) The fireplace opening is bricked in, linoleum covers large areas of wooden floor and plaster has crumbled from the lath in places. The kitchen door is now missing. During Act One, Karl Lindner predicted that the community would irrevocably change, and he implied that the neighborhood would decline in prosperity. Based on the description of the house, it seems at least part of Lindners forecast has come true. Meet the Characters In this act, we meet an entirely new set of characters. Six people sit in a semi-circle, looking over real estate/legal documents. Set in 2009, the neighborhood is now a predominantly African-American community.   The black married couple, Kevin and Lena, maintain strong ties to the house in question. Not only is Lena a member of the Home Owners Association, hoping to preserve the architectural integrity of the neighborhood, she is the niece of the original owners, the Youngers from Lorraine Hansberrys A Raisin in the Sun. The white married couple, Steve and Lindsey, have recently purchased the house, and they have plans to tear down most of the original structure and created a larger, taller, and more modern home. Lindsey is pregnant and makes every attempt to be friendly and politically correct during Act Two. Steve, on the other hand, is eager to tell offensive jokes and engage in discussions about race and class. Like Karl Lindner in the previous act, Steve is the most obnoxious member of the group, serving as a catalyst that exposes not only his prejudice but the prejudice of others. The remaining characters (each one Caucasian) include: Tom, the real estate lawyer representing the interests of Kevin and Lenas Home Owners Association. Tom continually tries (but usually fails) to keep the conversation on track.Kathy, the lawyer for  Steve and Lindsey, also tries to keep the proverbial ball rolling. However, she does go on brief tangents, such as when she mentions that her family (the Lindners from Act One!) once lived in the neighborhood.Dan, a contractor who interrupts the debate when he discovers a mysterious box buried in the yard. Tension Builds The first fifteen minutes seem to be about the minutiae of real estate law. Steve and Lindsey want to change the house significantly. Kevin and Lena want certain aspects of the property to remain intact. The lawyers want to make certain that all parties are following the rules established by the lengthy legalese they page through. The mood begins with casual, friendly conversation. Its the sort of small talk one might expect from newly acquainted strangers working towards a common goal. For example, Kevin discusses various travel destinations including ski trips, a clever call back to Act One. Lindsey talks happily about her pregnancy, insisting that she doesnt want to know the sex of their child. However, because of many delays and interruptions, tensions increase. Several times Lena hopes to say something meaningful about the neighborhood, but her speech is constantly put on hold until she finally loses patience. In Lenas speech, she says: No one, myself included, likes having to dictate what you can or cant do with your own home, but theres just a lot of pride, and a lot of memories in these houses, and for some of us, that connection still has value. Steve latches onto the word value, wondering if she means monetary value or historic value. From there, Lindsey becomes very sensitive and at times defensive. When she talks about how the neighborhood has changed, and Lena asks her for specifics, Lindsey uses the words historically and demographically. We can tell she doesnt want to directly bring up the subject of race. Her aversion becomes even more prominent when she scolds Steve for using the word ghetto. The History of the House Tensions ease a bit when the conversation removes itself from the politics of property, and Lena recounts her personal connection to the home. Steve and Lindsey are surprised to learn that Lena played in this very room as a child and climbed the tree in the backyard. She also mentions the owners before the Younger family (Bev and Russ, though she doesnt mention them by name.) Assuming that the new owners already know the sad details, Lena touches upon the suicide that took place over fifty years ago. Lindsey freaks out: LINDSEY: Im sorry, but that is just something that, from a legal standpoint, you should have to tell people! Just as Lindsey vents about the suicide (and its lack of disclosure) a construction worker named Dan enters the scene, bringing in the trunk that has recently been dug up from the yard. By coincidence (or perhaps fate?) the suicide note of Bev and Russ son lies in the box, waiting to be read. However, the people of 2009 are too concerned with their own daily conflicts to bother opening up the trunk.

LinkedIn Essay Example | Topics and Well Written Essays - 1250 words

LinkedIn - Essay Example Professionals dealing with ISM enable all categories of organizations to receive information benefits through adequate investments in staffs, processes and equipment. ISM is people focused, with adequate focus on quality service. Presently, the ISM is increasingly being developed on the computer networks, software and also hardware. ISM is applied in the facilitation of analysis, strategic and operational processes. LinkedIn is a category of ISM, in that it is a business focused social networking service. The business focus is the main reason why it is suitable for professional networking. Professionals use the information system processes of LinkedIn to share information on organization business environment. The increasing international business connectivity is the main factor why the users of LinkedIn are continuously increasing in terms of millions on yearly basis. Presently, the professional networking site has approximately 259 million users. LinkedIn is also present internationally, in approximately 200 countries. The multinational corporations operate in diverse business environments. The diverse cultures and language in the international business environment is the main reason why LinkedIn is available in 20 international languages including; English, Portuguese, French, Spanish, German, Swedish, Russian, Korean, Japanese and Chinese. LinkedIn initiated the initial public offering durin g January 2011. The shares of the company were initially traded at the New York Stock Exchange on May 19, 2011. LinkedIn is applied by professional internationally to share ideas on organization processes like management activities, innovation, technology adaptation and quality standards. LinkedIn is effective in its operations as an ISM tool, due to its capable management team and professional experts. The CE of the organization is Jeff Weiner, the immediate former executive of another global information system corporation, Yahoo! Inc. The founder of the company

Court Report Case Study Example | Topics and Well Written Essays - 3500 words

Court Report - Case Study Example Investors who purchased a majority interest in a corporation did not commit fraud upon minority shareholder in either inducing him to execute employment and royalty contract, or during his subsequent performance under such contract; though following execution of contract investors failed to disclose their honest opinions on shareholder's job performance, failed to disclose facts concerning their attempts to sell corporation, and failed to disclose to prospective buyers corporation's potential liability to shareholder for enormous royalty benefits, such omissions and misrepresentations did not induce minority shareholder to execute contract, nor did he rely upon such omissions and misrepresentations to his detriment in his performance of the contract. A shareholder of a corporation does not generally have a right to sue personally for alleged losses sustained by the corporation due to mismanagement or breach of fiduciary duties; a shareholder may only sue to recover losses to a corpor ation resulting from mismanagement and breach of fiduciary duties secondarily through a shareholder's derivative suit. When an officer knowingly and intentionally acts against the best interest of the corporation or outside the scope of his authority, he can be held liable by the party whose contract right has been damaged. An action against a corporate officer for intentional and unjustified interference with contractual relations may be divided into separate elements: (1) the existence of a contract or a legally protected interest between the plaintiff and the corporation; (2) the corporate officer's knowledge of the contract; (3) the officer's intentional inducement or causation of the corporation to breach the contract or his intentional rendition of its performance impossible or more burdensome; (4) absence of justification on the part of the officer; and (5) causation of damages to the plaintiff by the breach of contract or difficulty of its performance brought about by the of ficer. Conclusion: 1. A plaintiff claiming the existence of an oral contract greater than $500 in value may prove its existence and terms by at least one credible witness and other corroborating circumstances 2. A plaintiff may serve as the one credible witness needed to establish existence and terms of an oral contract in excess of $500 3. The elements are necessary to prove fraud are (1) the existence of a contract or a legally protected interest between the plaintiff and the corporation; (2) the corporate officer's knowledge of the contract; (3) the officer's intentional inducement or causation of the corporation to breach the contract or his intentional rendition of its performance impossible or more burdensome; (4) absence of justification on the part of the officer; and (5) causation of damages. Court of Appeal of Louisiana, Fourth Circuit. SUN DRILLING PRODUCTS CORPORATION v. Jerry J. RAYBORN, Sr. No. 2000-CA-1884. Oct. 3, 2001. STATEMENT OF THE FACTS In 1994, Jerry J. Rayborn owned Sun Drilling Products Corporation. Rayborn began negotiations with a group of Philadelphia investors concerning the