Essay on Elevating the Power of a Novel through Symbolic...

When reading a piece of literature, a reader often finds many symbolic objects speckled throughout the text. Some of these symbolic objects may be quite obvious to distinguish, while others may be tucked away deep within the text. Whether the symbolism of the object is apparent to the reader or not the author places them in the story to elevate the power of the text. In Truman Capote’s Breakfast at Tiffany’s and Sylvia Plath’s The Bell Jar, there are a plethora of symbolic objects that hold a deeper meaning then what appears on the surface. Capote and Plath two diverse authors, fill their novels with a plethora of dynamic objects, such as a bird cage, a bell jar, a mirror, an unnamed cat and a diamond, in order to develop more powerful†¦show more content†¦Much to the narrator’s surprise during a Christmas celebration Holly tells him: â€Å"Look in the bedroom. There’s a present for you† (Capote 59). The present that Holly has waitin g for the narrator is the bird cage. Despite her dislike for the birdcage and its sense of confinement, Holly presents the narrator with the bird cage under one condition; she doesn’t want the narrator to ever hold an animal captive in it. The narrator returns the birdcage to Holly because it costs too much saying, â€Å"The money! Three hundred and fifty dollars† (59).Since the bird cage is a symbol of confinement for Holly, she gets rid of it out, not wanting it lingering in her apartment. She gets rid of the bird cage due to the fear it gives her of being trapped like she was at Doc’s house in Tulip, Texas. Doc, the husband Holly never talks about, is believed to have made Holly live a tightly confined life in Texas. Her time of confinement in Texas is the reason Holly choose to leave and live a free-spirited life in New York City. Capote has used the bird cage to elevate the power of the novel, by developing the concept that Holly views herself as a type of wild animal that has a fear of commitment and confinement. In comparison to Capote’s idea of a bird cage symbolizing a fear of being held captive, Plath uses a fairly different object to also symbolize how someone can feel imprisoned in his or her own body. Throughout The Bell Jar PlathShow MoreRelatedEssay on The Legacy of Romanticism in The Great Gatsby3369 Words   |  14 PagesRomanticism, America forged its own unique romantic style that would resonate through future generations of literary works. Through periods of momentous change, the fundamentally Romantic nature of American literature held fast, a fact clearly demonstrated in the fiction of F. Scott Fitzgerald. In an era of post-war disillusionment, when idealism succumbed to hedonistic materialism, F. Scott Fitzgerald’s romantically charged novel, The Great Gatsby, emerged in direct counterpoint to the disorder and apathyRead MoreWitness by Peter Weir Notes12043 Words   |  49 PagesClose up means that something is filmed extremely close, usually a face or an object. E.g. 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University students and managers deserve special accolades for identifying problems with earlier drafts of the text and exercises. We are indebted to the reviewers of past editions who shared our commitment to elevating the instruction of project management. The reviewers include Paul S. Allen, Rice University; Denis F. Cioffi, George Washington University; Joseph D. DeVoss, DeVry University; Edward J. Glantz, Pennsylvania State University; Michael Godfrey, University

Invisible Social Rules Girl Code-- The Rules of Female...

There is a basic code of behavior that governs female interaction, referred to in the vernacular as â€Å"girl code.† These unspoken rules are largely based on an assumption of trust and respect among the women in a particular social circle and only apply to women who are considered friends or colleagues. â€Å"Girl code† is also firmly rooted in the idea of female competition, particularly in regards to viewing males as potential suitors. A careful analysis of a few of these rules through the three main sociological perspectives will illuminate the underlying themes and meanings in the interactions of women. THE BODY BASHING RULE One of the fundamental rules of â€Å"girl code† concerns body bashing—the act of making negative comments about your own†¦show more content†¦Women generally do not interact with males as they do with other females due to the partial loss of shared understandings concerning the dialog and contact between individuals. For example, there are aspects of a woman’s personality and being that she may be comfortable sharing with other women because of the assumption that they can relate to her, but that she may not be comfortable sharing with men due to the uncertainty surrounding his reaction to or perception of her or the expectation of a negative reaction to her. Functionalism Expanding on the interaction between individuals, the maintenance of a feminine safe space provides a depressurized setting that contributes to feminine solidarity. It allows for the compartmentalization of social relationships, which aids in impression management—the way we present ourselves so as to control others’ perceptions of us. It is generally understood that there is a common ground among women that allows them to let their guard down. That understanding is not present in relations between men and women. Conflict Theory A feminine safe space also serves to separate and isolate the sexes by creating an implicit â€Å"us and them† mentality. This automatically puts men and women at odds with one other, preventing the development of a shared understanding or common ground between them such as that which exists among women. The implicit confidentiality among women breeds a distrust of men thatShow MoreRelatedHow The Changing Status Of Women s Role Within The Household Essay1836 Words   |  8 Pageschanging status of women in Somali society 4 Women as Peace Advocates in the Public Sphere 5 â€Æ' Gender Roles in Somalia Gender roles are socially developed, ascribed and embedded into women and men, and as a result differ across cultures, communities, social classes, nations, ages and different periods of history. 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Interpersonal Communication Com 200 Free Essays

Communication in Interpersonal Relationships Benjamin M. Phelps COM 200 Mrs. Joyce Walther October 4, 2010 Communication in Interpersonal Relationships Today many people still lack the ability to communicate effectively with in interpersonal relationships. We will write a custom essay sample on Interpersonal Communication Com 200 or any similar topic only for you Order Now It is through cooperation and collaboration that effective communication occurs. By analyzing and studying the communication process we can improve our ability to communicate effectively between one another. To have a successful interpersonal relationship one must first interact with others, which is called interpersonal communication (Hybels amp; Weaver, 2007). Recognizing emotions in other is a very important first step to building a relationship. If you can’t feel what someone else is feeling then you can’t connect with them on a personal level and that can hinder your relationship process. Interpersonal communication is important because of the functions it achieves. Whenever we engage in communication with another person, we seek to gain information about them. We also give off information through a wide variety of verbal and non-verbal cues. Verbal communication has huge effects on many aspects of life, including interpersonal relationships. Speaking and telling our needs and wants verbally or non-verbally is a necessity for daily life. Verbal communication is organized by language; non-verbal communication is not. Most of us spend about 75 percent of our waking hours communicating our knowledge, thoughts, and ideas to others (Allis, 2002). However, most of us fail to realize that a great deal of our communication is of a non-verbal form as opposed to the oral and written forms. Non-verbal communication includes facial expressions, eye contact, tone of voice, body posture and motions, and positioning within groups. It may also include the way we wear our clothes or the silence we keep. In person-to-person communications our messages are sent on two levels simultaneously. If the nonverbal cues and the spoken message are incongruous, the flow of communication is hindered. Right or wrong, the receiver of the communication tends to base the intentions of the sender on the non- verbal cues one receives. Before a person makes an attempt to form an interpersonal relationship they must decide what attracts them to that person. There are many factors that make up attraction to others. Physical attraction, perceived gain, similarities, differences, and proximity are some of them (Hybels, 2007). Most people are first attracted to others because of the way they look. Some people might have distinct characteristics that one might be attracted to such as; blues eyes, short hair, or even a small space between their teeth. If a person is not attracted to your appearance they are not likely to come up and carry on a conversation with you. For example, if an individual, who dislikes tattoos, is taking a class and has to choose a partner for a project, but there are only two people left and one of them has tattoos he or she will mostly likely choose the individual without tattoos ,even    if the person with tattoos is a very intelligent individual. There are many cases where we are attracted to someone because of the perceived gain associated them for example, one might become friends with an employee at a restaurant in hope of having discounted meal when they eat there. The similarities and differences are a major factor in determining if the relationship will be right for you. Often we find ourselves attracted to people that share the same beliefs, values, and religion. Most people are also attracted to people who enjoy the same activities as they do. Contrary to the similarities people may also be attracted to the differences. For example, person who doesn’t like making decisions might be attracted to a strong decision maker. Because these characteristics complement each other, they might help strengthen the relationship (Hybels, 2007). Proximity is a valuable factor also when it comes to evaluating the pros and cons of a relationship. Proximity is the close contact that occurs when people share an experience such as at work, school, or play (Hybels, 2007). If a person does not want to have a long distance romantic relationship and their partner moves away to attend college in another state, then it is most likely that the relationship will not last. Moving on to the next steps of forming an interpersonal relationship would be our motives for communicating. We are motivated to form relationships for many different reasons such as, pleasure, affection, inclusion, escape, relaxation, control and health (Hybels, 2007). If an individual is motivated by pleasure he or she might just want someone to go to the movies or discuss politics with. Maybe we might be motivated by affection; many people are looking for someone to give them attention; a â€Å"pat on the back† or a little kiss every now and then. Many marriages end in divorce because of the lack of affection from their partner, but if they could have communicated effectively to each other that they needed more affection the relationship might not have ended. No matter what might motivate us, once we have started developing a relationship we have to decide how much of our selves we want to disclose to the relationship and at what point in the relationship. Self- disclosure is a process in which one person tells another person something he or she would not reveal to just anyone (Hybels, 2007). Self-disclosure is not simply providing information to another person. Instead, scholars define self-disclosure as sharing information with others that they would not normally know or discover (Borchers, 1999). Self-disclosure involves risk and vulnerability on the part of the person sharing the information. Self-disclosure performs many functions. It is also a way of gaining information about another person. We want to be able to predict the thoughts and actions of people we know. Self-disclosure is one way to learn about how another person thinks and feels. Once one person engages in self-disclosure, it is implied that the other person will also disclose personal information. Mutual disclosure deepens trust in the relationships and helps both people understand each other more. You also feel better about yourself and your relationship when the other person accepts what you tell them. While self disclosure can strengthen a relationship it can also damage it. A relationship can be damaged if the person you are pouring your soul out to do not like what they are hearing or if self-disclosure comes too early in a relationship it can be damaged. Thus, while self-disclosure is useful, it can also be damaging to a relationship. There are five different stages that we progress through while developing and strengthening our relationships, these are the â€Å"coming together† stages. No matter what type of relationship it is; romantic, platonic, or same gender relationship each kind still goes through each stages. The first stage is the initiating stage. The initiating stage is characterized by nervousness, caution, a bit of hesitation, and risk of being rejected (Hybels, 2007). Although one might proceed with caution, this stage can be very joyful experience and the outcomes can be great. Most people leave this stage with a new friend. The next stage is the experimenting stage. In this stage people make an effort to seek out common interest and experiences (Hybels, 2007). One might express a love for children and hopes of being a parent one day. This would be an important topic to discuss for a romantic relationship; each person needs to be aware of what the future might hold for them if they continue with the relationship. When experimenting with each other by discussing important topics and seeing the reactions of other, one can make a valid decision based on their knowledge of the other person to continue the relationship to the next stage. The intensifying stage is the third stage that we go through. Self-disclosure becomes more common in the intensifying stage. The relationship becomes less formal and statements are made about the level of commitment each has to the relationship. In this stage individuals might have nick names for one another or â€Å"inside jokes†. A statement about attending a vacation next summer in France is an example of the commitment one might have for the relationship. But while self-disclosure becomes more common and makes the relationship stronger it can also make the participants vulnerable to each other. The integrating stage is the fourth stage. This is the point where personalities are beginning to merge; people are expecting to see them together (Hybels, 2007). The individuals become a pair. They begin to do things together and, importantly, others come to see them as a pair. A shared relational identity also starts to form in this stage. By the end of this stage individuals should know how to communicate and responds with ease and understanding of the other person’s feelings. The final stage of coming together is the bonding stage. At this point, the participants make some sort of commitment that announces their relationship to those around them (Hybels, 2007). Two girls friends might say they are now â€Å"best friends† to announce their comment to their relationship or a couple might announce they are getting married or buying a house together. This stage involves a lot of commitment and dedication to the relationship and to each other. In all of the stages discussed we all have decision to make. We can either progress forward to the next stage, stay in the same stage we are in, move back a stage or exit the relationship all together. No matter what we as individuals choose to do we need to know how to communicate effectively to that next stage and we need to know how to handle conflict or resolve conflict in our relationships. We can do this by conflict resolution, which is negotiating to find a solution to the conflict (Hybels, 2007). Depending on how a conflict is resolved it can produce a positive or negative result. For example if two sisters are fight over a dress to wear on the weekend, they have two choices: one wear the dress and the other one does not, which leaves one sister unhappy (negative outcome) or neither of them wear it, so both are satisfied and neither of them are jealous of the other (positive outcome). It also helps to take a positive approach to conflict resolution, where discussion is considerate and non-confrontational, and the heart of the matter is on issues rather than on individuals. If this is done, then, as long as people listen carefully and explore facts, issues and possible solutions properly, conflict can often be resolved effectively. In short, interpersonal communication is just like any other works of life, it must be practiced and utilized regularly in order to be successful. We must continually analyze and study it in order to improve our ability to communicate effectively in relationships.   That will lead to better relationships which lead to a better life, both personally and professionally. References Allis, R. (2002). Non-verbal Communication. Zeromillion. com. Retrieved September 25, 2010, from http://www. zeromillion. com/business/management/non-verbal- communication. html Borchers, T. (1999). Interpersonal Communication. Allyn amp; Bacon. Retrieved September 22, 2010, from http://www. abacon. com/commstudies/interpersonal/interpersonal. html Hybels, S. , amp; Weaver, R. (2007). Communicating Effectively. New York: McGraw-Hill How to cite Interpersonal Communication Com 200, Papers

Violation of Human Rights in The Crucible Essay Example For Students

Violation of Human Rights in The Crucible Essay IB English Exam A2 Question #2 : Violations of the Declaration of Human Rights during the Salem Witch Trials During the Salem witch trials, many violations of todays Universal Declaration of Human Rights occurred. Inclusively, some are still being done today. Upon having a victim under an acusation, many articles were not respected. This is shown in the manner in which past time juries treated the accused. In my opinion, the articles that during those times were violated were article four, five, article six, and seventeen. Article four presents the idea of preventing a cruel or unaccepted treatment towards the victim. It reads the following, no one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment. During the witch trials in Salem, those who were declared guilty, depending on the charges he/she was accused of, the victim might suffer a punishment of being hanged, and one person suffered being crushed under rocks. If the declaration had been functioning during those past moments, it would have occured, most likely, that the victims of the illegal charge of witchcraft, might have been given a life-time jail sentence and not the death-penalty by being hanged or crushed. Another article that had been clearly violated during the Salem witch trials was article five, which states that everyone has the right to recognition everywhere as a person before the law. Many thought of the women accused of practicing witchcraft to be diabolic and inhuman ; in fact, they were thought of human figures of the devil. This would clearly interfere with the judges veredict and it would be almost impossible for the victimis to save themselves from being condemned to death. If these victims of whom most were in their late fifties, had been seen as people who are just like us, they would have been saved from such destiny. Article Six is also a great, and maybe the clearest, example to prove the point of violated human rights. This article says all are equal before the law and entitled without any discrimination to equal protection before the law. All are entitled to protection against any discrimination in violation this Declaration and against any incitement to such discrimination. In the witch trials of Salem, it was perfectly clear that the twenty people that lost their lives were not considered nor treated equally in comparison to the accusers. This occured most obviously because there were no laws that would protect those who had been accused. We can see how unprofessional the system was when the judge told Goody Cloyse to read a passage in the Bible without any mistakes to prove her innocence, and, once she had done so, she was still declared guilty and was sentenced. This article expresses that all people are entitled to protection, but none of the victims of this complot were actually defended nor protected by issues of law and more got saved of the horrible fate others had suffered. Finally, the last article that in my consideration was violated during the Salem Witch Trials is that one referred to as Article 15. This Article says everyone has the right to freedom of opinion and expression ; this right inclues the freedom to hold opinions without interference. If the victims that were accused of witchcraft had really been witches, they should have been respected as should in their freedom of religion, opinion, and expression. Nowadays, witchcraft is accepted as another religions within many that exist in our modern day societies. Clearly, neither the judges nor the accusers nor the jury accepted this freedom and condemned it with the maximum penalty, death. Perhaps there are many more rights in the Declaration of Human Rights that were also violated during these trials, but the onces that to me are most clear, are the ones dictated and explained. These trials had shown no respect to those victims of these horrible accusations and once condemned, these people had no way of escaping death. Nowadays, some violations are still being perpetrated, but at least our society has laws to prevent these violations and our system has become more fair with the years. .u1162384115604d82ed982f1fc3091840 , .u1162384115604d82ed982f1fc3091840 .postImageUrl , .u1162384115604d82ed982f1fc3091840 .centered-text-area { min-height: 80px; position: relative; } .u1162384115604d82ed982f1fc3091840 , .u1162384115604d82ed982f1fc3091840:hover , .u1162384115604d82ed982f1fc3091840:visited , .u1162384115604d82ed982f1fc3091840:active { border:0!important; } .u1162384115604d82ed982f1fc3091840 .clearfix:after { content: ""; display: table; clear: both; } .u1162384115604d82ed982f1fc3091840 { 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; } .u1162384115604d82ed982f1fc3091840:active , .u1162384115604d82ed982f1fc3091840:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u1162384115604d82ed982f1fc3091840 .centered-text-area { width: 100%; position: relative ; } .u1162384115604d82ed982f1fc3091840 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u1162384115604d82ed982f1fc3091840 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u1162384115604d82ed982f1fc3091840 .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; } .u1162384115604d82ed982f1fc3091840:hover .ctaButton { background-color: #34495E!important; } .u1162384115604d82ed982f1fc3091840 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u1162384115604d82ed982f1fc3091840 .u1162384115604d82ed982f1fc3091840-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u1162384115604d82ed982f1fc3091840:after { content: ""; display: block; clear: both; } READ: Juvenile Psychopaths EssayCategory: English .

Early Netherlandish Painting Triptych of Madonna and Child with Angels; Donor and His Patron Saint Peter Martyr; and Saint Jerome and His Lion by the Master of the Legend of Saint Lucy

Early Netherlandish Painting: Triptych of Madonna and Child with Angels; Donor and His Patron Saint Peter Martyr; and Saint Jerome and His Lion by the Master of the Legend of Saint LucyAdvertising We will write a custom research paper sample on Early Netherlandish Painting: Triptych of Madonna and Child with Angels; Donor and His Patron Saint Peter Martyr; and Saint Jerome and His Lion by the Master of the Legend of Saint Lucy specifically for you for only $16.05 $11/page Learn More Introduction The period of 1420-1550 in the European art is characterized by the development of the early Netherlandish painting. In their works, the early Netherlandish painters focused on the religious motives and the sacred plots and subjects. These elements became the typical features of the early Netherlandish or Flemish painting. The artists chose the complex forms of diptychs and triptychs in order to depict the religious objects, symbols, and images. The most famous N etherlandish artists belonging to the painting school are Jan van Eyck, Hans Memling, and Gerard David1. Nevertheless, to analyze the particular features of the early Netherlandish religious painting, it is necessary to pay attention to Triptych of Madonna and Child with Angels; Donor and His Patron Saint Peter Martyr; and Saint Jerome and His Lion painted by the anonymous author known as the Master of the Legend of Saint Lucy because of his work in Saint James’ Church in Bruges. The triptych can be discussed as one of the most characteristic representations of Madonna in the early Netherlandish painting which was reflected in the works of the other Netherlandish painters; that is why, the analysis of this work is important to understand the particular features if the early Netherlandish religious painting. The Description and Analysis of the Painting In spite of the fact, the author of Triptych of Madonna and Child with Angels is anonymous, the researchers are inclined to ag ree that the works of the author of the Legend of Saint Lucy in Saint James’ Church in Bruges can be characterized by a lot of features which help distinguish the author’s paintings and speak about the characteristics of the artist’s hand. These characteristics are the usage of intense and contrast colors, strict compositions, and the focus on expressionless faces2. Triptych of Madonna and Child with Angels; Donor and His Patron Saint Peter Martyr; and Saint Jerome and His Lion is an oil painting made on the oak panels. It is possible to admit that the work was painted before 1483. Triptychs were the typical form for the early Netherlandish painters to represent the religious plots in symbolic and sacred paintings3. The triptych depicts Madonna with a child as the central figures and Saints Peter and Jerome as the side figures of the painting. Thus, the idea of the triptych is presented clearly, and the principles of the strict compositions are followed.Advertis ing Looking for research paper on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More Each part of the triptych represents two figures. The central figures are Madonna and Christ, the left figures are the donor and Saint Peter Martyr, and right figures are Saint Jerome and the lion. It is rather easy to recognize the figures because of much detail provided. Madonna as the main figure of the triptych is depicted with Christ sitting on the throne. Madonna’s position accentuated the importance of the figure in the triptych. Being depicted in the centre of the panel, Madonna is rounded by two angels portrayed rather symmetrically while standing at the left and right sides in relation to Madonna. Thus, Madonna is dressed in red clothes, and the symbolic dark blue mantle reflects the clothing typical for a lot of Madonna’s images presented in paintings. Christ is depicted naked, and it seems that his right hand is reaching to the flower in the hand of one angel. The other angel is depicted as reading sacred texts. The faces of the figures have the extremely oval shape, and they are rather expressionless. These features are discussed as the characteristic of the artist’s style in painting. The composition of the central panel makes the audience think about the placid religious picture. The donor and Saint Peter are depicted on the left panel of the triptych. The donor is kneeling in prayer and looking at Madonna, and Saint Peter is placing the hand on the donor’s shoulder and is holding the sword in the other hand. The representation of the sword as the certain symbol accentuates the protective role of Saint Peter. The donor and Saint Peter are dressed in black clothes to present their religious roles. It is possible to see the contours of some religious buildings at the background of the left panel. Thus, the artist uses the elements of the two dimensional technique. On the right panel, Saint Jerome is depicted with a lion. Saint Jerome is holding a book in one hand. The lion is snuggling to the saint, and it is holding the saint’s other hand. The background is presented in soft and naturalistic green colors. Saint Jerome is dressed in red clothes which reflect Madonna’s clothes in relation to the color and its intensity.Advertising We will write a custom research paper sample on Early Netherlandish Painting: Triptych of Madonna and Child with Angels; Donor and His Patron Saint Peter Martyr; and Saint Jerome and His Lion by the Master of the Legend of Saint Lucy specifically for you for only $16.05 $11/page Learn More It is possible to note that the artist paid much attention to the colors presented in the triptych. The most vivid colors are characteristic for the dresses of Madonna. Thus, Madonna’s clothing is depicted in deep and intense bold colors. The mantle is dark blue to accentuate Madonna’s integri ty. Saint Jerome is also dressed in deep red clothes. The white clothes are typical for two angels presented on the central panel and for the drapery of Christ. The white color is associated with purity and this symbolic meaning is depicted with the help of the color in the painting. The gold colors are used to depict the throne on which Madonna is sitting. Thus, all the main colors typical for religious paintings are presented in the triptych4. However, it is important to note that the artist is inclined to utilize the intense bold colors, and different tones are used to emphasize the deepness of the basic color. The figures and objects depicted in the triptych are rather realistic in their features, but the lack of balance in the figures’ sizes can be observed. Moreover, the figure of Madonna is accentuated, and it is presented in the centre of the main panel providing the centre for the whole symmetrical composition. The painter focuses on the central figure of Madonna mak ing the other figures be turned to Madonna and Christ while looking at them. The Historical Framework and Relation to the Other Paintings The Master of the Legend of Saint Lucy is discussed as one of the most significant early Netherlandish painters. As the other painters working during the period, the Master of the Legend of Saint Lucy concentrated in his works on the religious plots and provided the depiction of symbols along with the realistic objects to emphasize the connection of the religion and the real everyday life5. The subject of the triptych is the representation of Madonna with Christ accentuating their purity, integrity, and their influential religious role with providing them as the central figures of the triptych in comparison with the figures of saints depicted. The composition with the centralized figure of Madonna was typical for the iconography of the period. Moreover, triptychs were usually used by the early Netherlandish painters to represent the definite relig ious subjects and plots. The image of Madonna was portrayed in many paintings accompanied with different figures6.Advertising Looking for research paper on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More The Master of the Legend of Saint Lucy chose the figures of Saint Peter and Saint Jerome to portray them in the triptych. It is important to pay attention to the symbols depicted along with the figures of saints. These symbols could be easily recognized by the audience basing on the religious legends and stories, and they helped determine the personalities of the saints presented. Thus, Saint Peter is depicted with the symbolic sword used to protect Christ, and Saint Jerome is depicted with a lion which is snuggling to the saint to demonstrate his obedience because, according to the legend, Saint Jerome helped the lion remove a thorn from the paw. It is important to note that the question of patronage is closely associated with the work by the Master of the Legend of Saint Lucy. The figures of saints and a donor in the triptych are identified with references to the symbolic objects accompanied these figures7. The tradition to use symbolic objects is characteristic for the early Neth erlandish painters. The idea of the religious triptych with accentuating the central figure is typical for many Netherlandish painters. Referring to the works which were painted earlier than the work by the Master of the Legend of Saint Lucy, it is necessary to pay attention to Hans Memling’s oil triptych made on wood known as Last Judgment (1466-1473). Many researchers agree that Hans Memling’s works influenced the style of the Master of the Legend of Saint Lucy significantly8. Moreover, the elements of the Spanish painting school are also observed in relation to the artist’s works. It is possible to compare the Master of the Legend of Saint Lucy and Hans Memling’s works because the artists used the similar techniques, the colors are compared in relation to their deepness and usage of tones, the depiction of figures is also similar. However, it is also possible to discuss the impact of the triptych painted by the Master of the Legend of Saint Lucy on the works of the other painters belonging to the early Netherlandish school of painting. Thus, Gerard David’s The Virgin among the Virgins (1509) in its composition, figure of Madonna, her face expression, figure of Christ, and clothes is similar to Triptych of Madonna and Child with Angels9. The Master of the Legend of Saint Lucy specialized in painting the religious works, but the discussed triptych took a special position in the artist’s career because it is possible to speak about reflecting the artist’s style and manner of depicting Madonna in the works of the other painters. The triptych is significant because of the subject chosen to depict as the main one and because of the associated elements. Thus, the work was created under the influence of the social tendencies and reflected the importance of the religious motives and sacred subjects in the people’s life. That is why, the presentation of many symbolic objects at the background of rather real thin gs was characteristic for the early Netherlandish painting as the combination of the secular and sacred worlds. The work by the Master of the Legend of Saint Lucy reflects the main tendencies in art influenced by the definite historical conditions typical for the period of 1420-1550. The main patron of the arts at the territories was Philip the Good. He supported the works made according to the naturalistic trends and sacred works accentuating with the help of definite symbols. Moreover, the orientation to both sacred and secular worlds along with the naturalistic details led to the combination of these elements in painting. The patronage of monarchs and their interests in art contributed to the development of the painting school, and the early Netherlandish painters received the opportunity to develop their approaches to presenting the symbolic sacred world along with naturalistic pictures and portraits10. Much attention was paid to details that is why the early Netherlandish paint ers are characterized by meticulousness which is also typical for the work painted by the Master of the Legend of Saint Lucy. Thus, the historical conditions in which the triptych was created can be discussed as rather favorable. Conclusion The triptych painted by the Master of the Legend of Saint Lucy is the example of the traditional early Netherlandish painting with references to the religious motives and subjects used. The role of the Master of the Legend of Saint Lucy in developing the early Netherlandish painting school is significant because the artist not only followed the set standards but he also contributed to the development of the deeper mergence of the sacred and secular elements in the works of the early Netherlandish painters as it is possible to note with references to the later works painted by Gerard David. References Ainsworth, M. (2005). Intentional alterations of early Netherlandish paintings. Metropolitan Museum Journal, 40(10), 51-65. Gardner, H., Kleiner, F . (2009). Gardner’s art through the ages: A global history. USA: Cengage Learning. Hand, J., Wolff, M. (1986). Early Netherlandish Painting. USA: Cambridge University Press. Harbison, C. (1984). Realism and Symbolism in early Flemish painting. The Art Bulletin, 66(4), 588-602. Lane, B. (1988). Sacred versus profane in early Netherlandish painting. Simiolus: Netherlands Quarterly for the History of Art, 18(3), 106-115. Veen, H. (2005). Early Netherlandish paintings: Rediscovery, reception, and research. Netherlands: Amsterdam University Press. Footnotes 1 M. Ainsworth, Intentional alterations of early Netherlandish paintings, Metropolitan Museum Journal, 40(10), 2005: 53. 2 C. Harbison, Realism and Symbolism in early Flemish painting, The Art Bulletin, 66(4), 1984: 589. 3 B. Lane, Sacred versus profane in early Netherlandish painting, Simiolus: Netherlands Quarterly for the History of Art, 18(3), 1988: 110. 4 Lane, 1988, 111-112. 5 Harbison, 1984, 590. 6 Lane, 1988, 113. 7 H. Veen, Early Netherlandish paintings: Rediscovery, reception, and research (Netherlands: Amsterdam University Press, 2005), 219-220. 8 Ibid., 223. 9 J. Hand M. Wolff. Early Netherlandish Painting (USA: Cambridge University Press, 1986), 180-186. 10 H. Gardner F. Kleiner, Gardner’s art through the ages: A global history (USA: Cengage Learning, 2009), 637. This research paper on Early Netherlandish Painting: Triptych of Madonna and Child with Angels; Donor and His Patron Saint Peter Martyr; and Saint Jerome and His Lion by the Master of the Legend of Saint Lucy was written and submitted by user Michaela Reeves to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Learn How to Delegate Responsibility to Your Employees

Learn How to Delegate Responsibility to Your Employees ]Time is your most precious commodity. No matter how hard you try, you can’t do everything by yourself. Many supervisors avoid delegating responsibilities and the reasons for this vary. Those who have moved up through the ranks of a company may be uncomfortable or simply not used to delegating. Others live by the words â€Å"If you want something done right, do it yourself.† And then there are some who fear delegating may mean being outshined by their employee. Whatever your feelings, as a manager you need to realize that you are not a regular employee, you are a coach. Coaches must understand the importance of teaching, motivating, and taking pride in the performance of their charges. To do this, you must learn how to delegate efficiently and responsibly. Some Things Should Not Be Delegated Never delegate sensitive projects to your employees. If you are in charge of the project because of your expertise, you should complete it yourself. If the project is confidential in any way, be very careful about outsourcing the work. Keep in mind that some jobs need to be done by the person in charge. At the same time, try to avoid delegating only the â€Å"dirty work†. Give your employees something fun and interesting to do once in awhile. Evaluating Employee Abilities There are many things to evaluate before delegating duties. Consider your employees’ skill level, motivation, and dependability. Remember, not every employee is created equal. Certain people will be more efficient than others depending upon the facet in which they thrive. At the same time, try not to typecast your employees. Give them opportunities to broaden their horizons and become more valuable to the team. Matching the proper person to each task can be difficult. Start small and be patient. Providing Clear Instructions When you are assigning unfamiliar duties, be very specific when you explain what you need. By detailing an assignment, you leave no room for confusion and therefore, no room for error. If you have a long list of verbal instructions, type them out. This will give your employee something to refer to when they are performing a task that is unfamiliar to them. If possible, train two people to do the same thing. This way, they can refer to one another for questions, rather than coming to you. It is also essential that your employee has a clear understanding of their authority in each situation. When a decision needs to be made regarding their assignment, should they use their best judgment or should they come to you immediately for clarification? This will be one of your hardest decisions to make because it could mean the difference between success and failure. When in doubt, retain control. Once an employee had proved their capability, give them more responsibility in the decision-making department. Measuring Performance and Controlling Projects Measure the performance of employees and delegated projects. Explain to them how performance will be measured and let the employee know the level of accountability that comes with the task. Clarifying these things beforehand will make everything run much smoother. Large projects may be easier to monitor if they are broken into smaller segments. Spread the assignments throughout your staff and make them report to you after each segment of the project has been finished. Also, get feedback from your employees via meetings and reports. Do this daily, weekly, or monthly. Know what’s going on around you. Staying informed limits the possibility of failure. As a supervisor, you are responsible and accountable for your employees and their work. Coaching Your Staff One of the most important parts of delegation is coaching. When you delegate an assignment, make it clear to them that they can come to you with questions. New tasks can be confusing. Above all, be patient. You should consistently motivate your staff and commend them when they do well. If they complete an assignment, but they don’t do a good job, find out why. Pinpoint what went wrong and take steps to address the issue. On the other hand, when tasks are completed effectively, give your employee the recognition they deserve. Whether it is public recognition or one-on-one, your employee will value being given credit for their work. Doing this not only makes your employee feel good, it will also motivate them to continue their on-the-job success.

Systems Analysis and Design Case Study Example | Topics and Well Written Essays - 500 words - 2

Systems Analysis and Design - Case Study Example To identify if the migration succeeded, the primary step is evaluating database values between new and old systems, a test called a parallel type of test. The finishing success is the acceptance test, performing business operations, as well as processes effectively (Satzinger, Jackson & Burd, 2012). The system will develop in every iteration. Integration testing shall be done as part of every iteration. The first system testing will be done in each iteration as a part of the build and smoke testing that is done. Nevertheless, a complete system testing will be conducted as part of a separate system as well as acceptance test activity. Now that integration testing along with build and smoke testing is conducted in each iteration, at the project end, there shall be the definition of a testing iteration to finalize system testing. In this final iteration, the following will take place. System testing, acceptance testing and stress and performance testing (Satzinger, Jackson & Burd, 2012). Q1. Based on Figure 14-6—the XP methodology— divide your use cases into releases and iterations within each release. Develop a project iteration plan that includes the necessary activities at each level (system, release, iteration) for integration testing and acceptance testing. Compare your answer to this question to the project iteration plan you developed for Chapter 9. This system is used by contemplative media agents who rarely are in their offices and the media managers who work frequently in their offices. Therefore, the use cases that mostly apply to media managers will work well on larger computers with screens and keyboards. Some use cases, especially those for view the contemplative practices, will work well for notepads and laptops as well as for smartphone devices (Satzinger, Jackson & Burd, 2012). The entire use cases as well as pages that view practices would be improved if map and location information are provided. This will facilitate both customers and