Sleep, Sex, and Reruns

Sleep, Sex, and Reruns As far as I’m concerned, a bed has two purposesâ€"neither of which include watching latenight reruns. Look around: we are in the throes of a torrent of multitasking. Everyone is attempting to “increase productivity” in their business and personal lives with their iPhones, iPads, iMacs, and iWhatevers. Multitasking is endemic to our culture. We must accept that no matter how much we multitask, no matter how many concurrent emails, texts, and status updates we respond to, we’ll never get everything done. That’s because there’s an infinite quantity of tasks to undertake once you’ve “completed everything.” We are constantly bombarded by contemporaneous inputs, and thus it’s more important than ever to find sanctuary in interstitial zones: waiting rooms, the grocery store, the bedroom. So, I’ve taken back my bedroom. When in bed, I refuse to watch TV, surf the Web, or text messageâ€"I can do those things elsewhere, another time. I find refuge in knowing when my head hits the pillow, I’ll either be sleeping or intimate with someone else, but nothing else. There’s comfort in singletasking. Read this essay and 150 others in our new book, Essential.

The Cold War Battle - Free Essay Example

Sample details Pages: 6 Words: 1899 Downloads: 1 Date added: 2019/04/11 Category History Essay Level High school Tags: Cold War Essay War Essay Did you like this example? The battle of the Cold War was the first time in U.S. history in which military technology had developed to a point that mutual annihilation was ensured. The presence of two global superpowers, each diametrically opposed to the other on the basis of political belief meant that there had to be a new way of dealing with foreign affairs. Don’t waste time! Our writers will create an original "The Cold War Battle" essay for you Create order Pure isolationism would not work because of Soviet leaders and their desire to actively export their brand of communism to the world. This competed with American interests which simultaneously rued pursuing another world war and which had no desire to see such an oppressive brand of politics from rapidly taking over the globe. As such, the foreign policy known as Containment developed, which helped exhaust the Soviet economy and prevent an active war from breaking out between the Western world and the Communist one. Containment as a foreign policy was instrumental in bringing about the demise of the Soviet Union as evidenced by its unique birth and nature, its effects on the Soviet Union, and Ronald Reagans escalation of it during his Presidential term. The use of Containment as a foreign policy during the Cold War is to examine a long and varied history of foreign policy initiatives that were tremendously varied because of the differences in foreign policymakers (and Presidents) that espoused them. The beginnings of American-Soviet relations were anything but hostile. Despite the public opinion of Communism, Roosevelt and Stalin really did share a fondness for each other. Stalin was outspoken about his fascination with Roosevelt, making sure not to hide his fondness for FDR which amazed [his fellow diplomats] because his character was so harsh that he rarely bestowed his sympathy on anyone from another social system (Montefiore, 1012). Roosevelt also claimed on his fireside chats that he got along with Stalin quite well and that the Communists were allies in their fight against Hitler. On one hand, the media foundation had an impact in sweetening the relationship, building up a surge of articles, books, and movies [instructing] Americans to bless the Kremlin (McDougall, 154). Then again, just 50% of Americans guaranteed that they would be open to thinking about the Soviets partners after the war (McDougall, 155). The beginnings of the arrangement along these lines got themselves borne out of the doubt that Americans felt with Communists standing out from Roosevelts rehashed claims that the Communists were great individuals and that they had no motivation to stress over anything awful occurring. However the Soviets immediately demonstrated that they were determined to expanding their very own capacity while taking as much from the West as they could. Socialist covert agents penetrated American bureaucratic systems and implanted themselves in upper levels of administration to the suspicious caution of the general masses, most broadly in the Manhattan venture (Montefiore, 1038). The American open and lawmakers were naturally panicked, and the political system for defaming the Soviets had been set. They were never again observed as considerate partners expectation on keeping peace inside the world, however as asset hungry oppressors, giving it their best shot to send out their particular image of governmental issues. It rapidly turned out to be evident that Stalin was not content with the reparations that came after the war. The Soviet government was giving it its best shot to help along growing Communist transformations in different nations, supporting Greece where Communist extremists offer for control, Turkey which the Soviets squeezed for fringe amendments and maritime entry through the straits, [and] Iran where they positioned troops infringing upon Allied accords (McDougall, 159). In this condition, American authorities got themselves progressively under strain to force some sort of stopgap on Soviet development without raising clash to the point of the war. Undoubtedly, the quick strategy of the time in those befuddling after war years was to just embrace a whats yours will be yours, whats mine will be mine approach with Russia with the end goal to stay away from genuine military battling between the two forces (McDougall, 158). The emergency at last reached a crucial stage when Britain declared that they would never again have the capacity to monetarily bolster Greece and Turkey, basically leavin g a power vacuum which would have been filled by Soviets if the western world did not act to confine their entrance (McDougall, 162). The prospects were clear; if the Americans did not act to stop Soviet development, at that point it would proceed unchecked spreading crosswise over weaker countries in Asia, Africa, and southern Europe (McDougall, 163). Conclusions of the two nations between one another started to acrid as well, prompting an expanded want to embrace some sort of control arrangement. The Soviet supposition of authority American remote arrangements was not helpful for amicable relations once the war finished. Control ended up ending up more appealing as a strategy the more the Soviets and Americans questioned one another. Stalin reliably played his nation off as submitting to Western requests and in that capacity painted himself as the poor focus of out of line requests. As a general rule, the United States acknowledged Stalins maintenance of the grounds he had snatched while a partner of Hitler, acknowledged his favored Polish limits [and] offered the USSR a veto in the Security Council (McDougall, 157). Americans could basically not trust that they were simply the foes in the relationship or get themselves ready to overlook that Russia was a ruthless tyranny kept running by a tyrant plan on overwhelming every last bit of land he could get. The circumstance compounded when Stalin proclaimed that any participation between the warlike colonialist camp and the peace -adoring communist camp was inconceivable and this was the motivator for the Soviet people groups to expand their endeavors at industrializing and mobilizing (McDougall, 159). Western governments at long last comprehended that there would be no simple method to manage the developing Soviet risk, particularly when assuaging a pioneer who was clarifying that he would wind up hungrier for power the more he was mollified (McDougall, 165). American feeling of the Soviets had unmistakably declined when it was comprehended that the Soviets were not going to stop their activities at any point in the near future. The Soviets had possessed the capacity to keep an eye on American and British nuclear research ventures, sending vital data back to Moscow so the Soviets could build up their own bombs, a prospect that scared the separate governments (McDougall, 159). Stalins activities at Yalta just served to intensify the circumstance as he declined to bow to any Western requests for surrender of intensity and constrained the British and the Americans to give him command over East Germany (McDougall, 157). The Americans additionally understood that Soviet nationals were anxious people groups under the Kremlins thumb and wanted opportunity from their severe abuse and focal arranging of their administration (McDougall, 168). The Americans knew and comprehended this was a prosecution and that the Soviets would effectively undermine the collaboration between the Western worlds legislatures and its people groups. In this manner, Containment at long last solidified into a total remote arrangement framework that was a result of a few variables. To begin with, the breakdown of European and Asian powers after the overwhelming physical pulverization created by WWII implied that they would never again be practical contender for checking Soviet political extension. The solidness of their money related frameworks left them open to developing Soviet military influence which they had demonstrated they were able and willing to utilize (McDougall, 165). Second, Stalins conduct at Yalta demonstrated toward the Western world that he was not willing to acknowledge requests that would restrain his capacity or stem the fare of Stalinist legislative issues to different nations. He was just ready to be conciliated and this incensed American political authorities and nationals who felt that the little confidence they held in Soviet government officials had been broken by over and over forceful activities and tal ks (McDougall, 157). Third, Hitlers attack of Europe had demonstrated that military power was the main dialect that tyrants could get it. Any liberal pacification would just serve to reinforce their certainty and patriot talk would be utilized to set Soviet residents against American ones paying little mind to Americas position on Soviet issues (McDougall, 157). At last, the developing Soviet military, joined with their procurement of long-run rockets and atomic weapons implied that Americans could never again exploit being at a significant separation from any world war. The Soviets would have the capacity to assault America without requiring one Soviet trooper to step foot on American soil, consequently driving American military authorities to concede that power had now leveled between the two superpowers (McDougall, 165). The informal approach had been made, and it was marked into law with National Security Council reminder 68, in this way upholding the quick development of atomic and traditional powers with the end goal to bring U.S. control in accordance with its duties (McDougall, 165). It served to give a measurable, composed technique in which military and open authorities could stem the developing intensity of the Soviets while as yet dodging any genuine military clash that would without a doubt demolish the two superpowers. The arrangement spoke to American voters since it transformed the expectation the US put into the United Nations into displeasure against the Soviet Union for endeavoring to maneuver the world once more into an overwhelming world war. It additionally helped Americans that an equalization to remember control between mainlands was important to U.S. security with the goal that the development of one district was checked by the advances of another (McDougall, 166). Maybe the mos t essential factor in the presentation of the notice was a discernable sense that the Soviet government was submitted fanatically to the conviction that with the US it is alluring and fundamental that the inner concordance of [the] society be disturbed, [the] customary lifestyle be devastated, [and] the worldwide expert of [the] state be broken (McDougall, 160). Stalin and his legislature were prepared to do whatever was important to advance conflict inside Western governments and set the nations against one another while subverting Western organizations (McDougall, 160). The utilization of NSC 68 was not without debate. It legitimized and sanctioned the huge uses that were important to keep up a tremendous military complex that was equipped for scaring the Soviets. It additionally requested higher duties and government intercession in science, instruction, business, and work (McDougall, 169). Some contended that the innate imperfection with the reminder was that it embraced war-time approaches without a real revelation of it; implying that there would be not a single end to be found and that the Soviets and Americans would continually be in a condition of uneasiness, stressing over the activities of the other. It was likewise politically unapproachable and was viewed as an important part of American outside approach until the administration of Ronald Reagan. The program itself additionally experienced a few structures, waxing and melting away as far as military quality, molding itself to fit the perspective of what the President saw fit (McDougall, 1 70). Trumans perspective of remote approach introduced the Marshall Plan, NATO, and the Truman Doctrine (McDougall, 170). The Korean war under Truman achieved a forceful development of military power that at that point fell altogether amid Eisenhowers residency (who depended on atomic prevention and key unions to reinforce American quality abroad). Kennedy and LBJ pushed atomic stalemate and occupied with wars in underdeveloped nations, which went about as intermediaries for American and Soviet power

No Child Left Behind Policy Analysis Essay - 2969 Words

Introduction The role of the federal government in setting education policy increased significantly with the passage by Congress of the No Child Left Behind Act of 2001, a sweeping education reform law that revised the Elementary and Secondary Education Act of 1965. Federal policy has played a major role in supporting standards-based reform since the passage of the Improving Americas Schools Act (IASA) of 1994. That law required states to establish challenging content and performance standards, implement assessmentsÂ…hold school systems accountableÂ… (Goertz, 2005, pg. 73) American attitudes toward the public schools have changed radically in the last 50 years. In the 1940s public opinion polls showed that 87 percent of Americans were†¦show more content†¦Poorer students, however, would have to rely on public funds for transportation. If these funds were not forthcoming, these students would see their choices effectively curtailed. The intended beneficiaries of the policy are stude nts in public schools. In addition, schools, teachers, and communities may improve as a result of these enhanced standards. The success or lack there of, of this policy is defined by the assessments students complete to measure AYP. NCLB sets some new strategic directions to reform American education. The focus of President Bushs education agenda is to shift federal education dollars away from an emphasis on improving schools to an improvement of student performance and a closing of the gap between disadvantaged students and their peers. NCLB is structured to tie funding to accountability and results. All states are now required to set high standards in math and reading and to develop assessments that will measure progress by annually testing of all students in grades 3 through 8 in both math and reading. The National Assessment of Education Progress (NAEP), also known as the Nations Report Card, will be used to test a sample of students in each state as a validation of the of the s tate test results. The law requires that levels of progress toward proficiency must rise incrementally, leading to 100% of theShow MoreRelatedEssay about Anotated Bibliography No Child Left Behind760 Words   |  4 PagesLevente Vizi Professor Di Gloria ENC 1101 T2 137 25 March 2012 Annotated Bibliography What the paper Whats Missing from No Child Left Behind? A Policy Analysis from a Social Work Perspective. argues is that the No Child Left Behind bill might not be accomplishing its purpose. Moreover, the paper sheds light on the social and emotional risk factors that prevent students from succeeding in school. In the end, the article suggests that school social workers are capable of eliminating theseRead MoreThe No Child Left Behind Act1670 Words   |  7 PagesKentucky-SW 630 Abstract This literature review seeks to explore the Every Student Succeeds Act (2015), a bipartisan reauthorization and revision to the No Child Left Behind Act (2002). The Every Student Succeeds Act (ESSA) is the first law passed in fourteen years to address Reneeded changes to the No Child Left Behind Act (NCLB). Considered progressive and innovative at the time of its passage, NCLB was the most dramatic and aggressive legislation enacted in decades and afforded theRead MoreNo Child Left Behind Act Essay1646 Words   |  7 Pages The No Child Left Behind Act was based on the Elementary Secondary Education Act of 1965. The act was established based on the promise of Thomas Jefferson to create a free public education system in Virginia (Hammond, Kohn, Meier, Sizer Wood, 2004). The act is now reauthorized as the No Child Left Behind Act of 2001. The purpose of the No Child Left Behind Act was to make sure that children were given a fair, quality education. The act set out to clo se the achievement gaps in educationRead MoreThe No Child Left Behind Act Of 20011403 Words   |  6 Pagessession of the Fall 2016 semester. A few that stood out to me, personally, were the topics of laissez-faire economics, separate-but-equal issues, and the viewpoints of the No Child Left Behind Act of 2001. From the tenth edition of the course book We the People, Texas Ed. by Benjamin Ginsberg and Unit 2 of the lecture; a policy developed by the efforts of the late philosopher and economist, Adam Smith, laissez-faire economics essentially means that the government should play a basal role in governmentRead MoreEducation Is An Important Part Of Society1690 Words   |  7 Pageswould receive a good education. However, not every child was receiving the same education opportunities based on money issues surrounding them and the minority they were classified as, the No Child Left Behind Act of 2001 was to ensure that these issues would be dissolve. On January 8th of 2002, six months and one war later after George W. Bush first proposed the No Child Left Behind bill, it was finally passed. Under the No Child Left Behind, every state was required to develop and implement strictRead MoreEffectiveness Of The No Child Left Behind Act Of 2001 ( Nclb )1613 Words   |  7 PagesIntroduction This study will focus on the effectiveness of the No Child Left Behind Act of 2001 (NCLB). The NCLB Act of 2001 was a reauthorization of the Elementary and Secondary Education Act of 1965 (ESEA) (www.newamerica.org). The Elementary and Secondary Education Act of 1965 was a Great Society program that allocated federal funds for education and looked to hold schools accountable (www2.ed.gov). The NCLB Act of 2001 was passed through Congress in 2001 with bipartisan support and greatly increasedRead MoreNo Child Left Behind Argumentative Essay1149 Words   |  5 Pageshttp://www.yourlittleprofessor.com/schools.html ASPERGER SYNDROME http://www.greatschools.org/improvement/quality-teaching/61-no-child-left-behind.gs NO CHILD LEFT BEHIND http://www.hooverpress.org/productdetails.cfm?PC=1344 NO CHILD LEFT BEHIND Published: August 4, 2004 No Child Left Behind Updated Sept. 19, 2011 The No Child Left Behind Act of 2001, signed into law by President Bush on Jan. 8, 2002, was a reauthorization of the Elementary and Secondary Education Act, the central federalRead MoreSpecial Education Policy. Morgan Gill. Grand Canyon University.1284 Words   |  6 Pages Special Education Policy Morgan Gill Grand Canyon University EDU 535 Instructor: Kimber Underdown March 1, 2017 Special Education Policy There have been several reforms in the past 100 years that have had an influential effect on policy in special education. Some of these changes have left a positive legacy for future education legislators to build from while others have been detrimental to a student’s educational success. All having positive and negative outcomes, some of theseRead MoreEssay On No Child Left Behind1132 Words   |  5 PagesNo Child Left Behind The American education system often conjures up images of classrooms, students and teachers. Yet it can also be a point of political contention. The educational system is complex and intended to encompass all students so they can further their education and essentially their futures. However, the real question is in its effectiveness. After all, if there is no way to show that students are actually learning, then it renders the idea of schooling moot. That is why education policyRead MoreNo child left behind act1000 Words   |  4 PagesThe No child left behind act has been a big issues ever since its establishment in 2009 by President George Bush. There has been cry by some parents for the law to be repeal because they feel it is creating more problem for the educational system. However, critical analysis of the situation of the students grades by comparing the period before and after the establishment of No child left behind will show that the law has brought tremendous improveme nt in our education and need to stay. Education

Le film et le roman Free Essays

Many say that when comparing movies and books they differ a lot. Books provide a more detailed viewing of characters and the events that occur, whereas the movies leave out Information and sometimes deter the moral of the story. In the movie and book; Ell Suppliant Sarah, it can be seen that movies based on books do not portray the same events and themes occurred. We will write a custom essay sample on Le film et le roman or any similar topic only for you Order Now Ultimately this takes away from emotions one feels towards certain situations. Differences can be seen in the relationships between certain characters. Also the way traits of certain characters are shown. Moreover, some events that happened were not the same and took away from the verbal meaning of the story. To begin with, the first difference that Is seen Is the relationships between certain characters, especially Julia and Bertrand. In the book, it can be seen that their relationship Is very tense and not so strong. This can be seen when Bertrand insults Julia in in front of his assistant about how Americans think they are the best and Julia thinks to herself (De Rosary, 36-37). From this quote one can see that the relationship between Julia and Bertrand lacks love and affection. Julia feels silly and ridiculed by Bertrand and does not understand why he chooses to act this way. However, in the movie Antoine is not in this scene and their relationship is strong and is working well. As well, later on Dana lee roman, Julia finds out she is pregnant and thinks Bertrand will be happy to know this. After telling him, she finds out that he is not happy she is devastated and this can be seen when she says (156-166). This quote shows how terrible and angry Julia feels that Bertrand does not want to keep the baby. In movie, It Is seen that Julia is a little upset, however she quickly recovers and It does not seem to bother her for too long. For both instances. The book has a ore detailed way of portraying her thoughts whereas the movie fails to do so. In the end this takes away from emotions and attachment viewers should feel towards her and leaves them surprised when they split up. Thus, that is how relationships are changed movie and book. Not only Is there a difference between relationships, but also the way characters are shown. In the book, Sarah’s character Is naive and Innocent; however In the movie it Is Intelligent and clever. While at the camp, Rachel makes the plan to escape and at first Sarah hesitates, but then agrees. This can be seen when Rachel says Rachel lavish connivance. Less aliment s’Â ©cheaper. Less aliment quitter get 32). Although, in the movie, Sarah brings up the idea and tells Rachel. Moreover, in the book when Sarah and Rachel escape, the police officer knows Sarah and eventually lets her go, (139). Nevertheless, In the movie the police man does not know her and lets her go because of the sympathy he feels for all the kids. Through the events that happened at the camp, the differences were clearly noticeable. Sarah’s character may have been changed to be more courageous because she is constantly reminded that she is to blame for hiding Michel. This is because her arenas yell at her for doing this whereas in the book, they do not put too much emphasis on It, illustrating that her parents know she is too young to understand the current situation. This takes away from her loving character and the fact that she under the pressure of her parents blaming her for what she did. Hence, this changes the way Sarah’s character is shown in both the movie and the book. Furthermore, UN tauter difference est.. Queue, Dana lee roman, Julia and Zoe both go to America, although, in the movie Julia ends up going alone. This was different in the book because in the book Zoe plays an important role in encouraging her mother. This is significant because she is the one who forces Julia to not give up and actually go and meet William. Therefore, when she meets William, Zoe is not with her. Taking out these events takes away from Zoo’s character and makes Julia seem stronger than she actually she is. Furthermore, this leads to William being in denial of his mother’s past. In the book he is surprised by what he learns and chooses to be ignorant and neither William nor his father know about Sarah’s past. However, in the movie they add in a scene of William meeting his sick father. In it he learns that his father actually knows what happened but never chose to tell him. This is significant because it changes the story as it is a secret that only he does not know about. As a result, this takes away from the whole purpose of Cilia’s Journey of being able to tell William about his mother’s past. Also this alters the theme of forgetting the past, as in the book Sarah keeps to herself and does not tell anyone. Otherwise in the movie Sarah tells someone but still ends up committing suicide because it was too much to handle. This shows that even the process of sharing her story didn’t take away the burden from her heart. Therefore, it is evident that movies based on books do not portray the same events ND themes occurred and takes away from the emotions one feels towards certain situations. While reading a book, it allows one to use their creativity and imagine what is happening. Nonetheless movies Just show what is happening and sometimes end up changing the storyline. As seen in Ell Specialty Sarah, many things were changed, including the relationships between characters, the traits of certain characters, and changes in events. In the end, this altered the themes and made it hard for viewers to understand the story. Thus, it can be concluded that movies based on books have a lot of differences. How to cite Le film et le roman, Papers

Robert Alexander Schumann Was Born In The Small Riverside Town Of Zwic

Robert Alexander Schumann was born in the small riverside town of Zwickau, Saxony, in 1810.The youngest of five children, Robert Schumann was brought up in comfortable, middle-class respectability. As a child, he apparently exhibited no remarkable abilities. At the age of six, Robert was sent to the local preparatory school, run by Archdeacon Dohner. He had in fact already begun his education, with the young tutor who gave lessons in exchange for board and lodging at the Schumann home. At the age of seven Robert received his first piano lessons, from Johann Gottfried Kuntzsch, organist at St. Mary's Church, and schoolmaster at the Zwickau Lyceum. Kuntzsch was a kindly, conservative musician of limited abilities; his knowledge stemmed from leisure-time study. Nevertheless, Robert was soon improvising, and even composing a set of dances for the piano. Robert's musical talent was recognized by his father. He bought an expensive Streicher grand piano for his son, and soon four-handed arrangements of the classics were heard in the Schumann home. With a friend named Friedrich Piltzing, another pupil of Kuntzch's, Robert started to explore Haydn, Mozart and Beethoven. As a child, Schumann took part in several concerts at the Zwickau Lyceum. He once played Moscheles' Alexander March variations, which demanded considerable dexterity. At the public Lyceum Robert was active as both pianist and public speaker. When he was fourteen, Kuntzsch decided that his pupil had progressed beyond the point where he could give further help, and declined to teach him anymore. Shortly before leaving the Lyceum, Schumann collaborated with his brother Karl in preparing a new edition of Forcellini's Latin dictionary, Lexicon Totius Latinatinis. Although now very busy as a composer, Robert yearned for affection. He soon fell for seventeen-year-old Ernestine von Fricken, who came to Leipzig in April 1834 to live in at the Wiecks', and to study with Clara's father. She had grown up in the little town of Asch with her father, Baron von Fricken, and was the illegitimate daughter of Countess Zedtwitz. At the beginning of September 1835 Robert and Ernestine were secretly engaged. Within days, Baron von Fricken heard that something was afoot, arrived in Leipzig, and took Ernestine back to Asch. After secret discussions, the engagement was broken off by mutual agreement. Possibly Robert had been kept in the dark about Ernestine's origins. In any event, the affair had a catalytic effect on Robert's music. He had the idea of writing a series of piano pieces based on the letters ASCH; these he later turned into Carnival. He also composed some piano variations on a theme provided by Baron von Fricken. But Robert's friend Schunke had fallen seriously ill. Unable to bear the sight, Robert went back to Zwickau again, only returning to Leipzig in December to negotiate a change of publisher for the Zeitschrift. From the beginning of 1835 the journal was published by the Leipzig firm of JA Barth. Late in 1835 Mendelsson arrived in Leipzig to take over as music director of the Gewandhaus. Still only twenty-six, Mendelsson was the director of the age, and Schumann felt an immediate attraction when they met at Wieck's house. Following the newcomer's debut in Leipzig, Schumann wrote praising him in the "Letters of an Enthusiast" column of his Zeitzcrift. Schumann did however venture to criticise Mendelssohn's use of the baton; he believed that an orchestra should function as a "republic" and that ridgity should be avoided. At about this time, too, Robert met both Chopin and Ignaz Moscheles at the Wieck's. Throughout the autumn of 1835 Schumann was a regular visitor at the Wieck's home, seeing much of Clara, who was now sixteen. He had been following her career as a virtuoso closely since she was nine.when he was depressed, she cheered him up. Their talent affection was now becoming increasingly evident. Robert had now finished his first piano sonata, dedicated "The evening Clara set out on an important concert tour, Robert came to wish her well, and kissed her good-bye. They saw each other again in Zwickau, and kissed again. In the new year Robert traveled to Dresden, where he knew Clara was spending a holiday without her father, and made his declaration of love. Schumann seems to have thought Clara's father would welcome him as his son-in-law. He was wrong.

Art Review - A Voluptuary Under the Horrors of Digestion essays

Art Review - A Voluptuary Under the Horrors of Digestion essays Art is subjective; everyone has different opinions on what constitutes a masterpiece. Some may find Van Gogh's "Starry Night" to be the epitome of a great artistic creation, while others may appreciate the innovative style of Picasso's "Guernica." No matter whether a person views art as garbage or as the holy grail, the purpose of art is to force people to become contemplative. Artists can bring out of people that which cannot be easily seen or felt. They can cause the observer to think about other people and their emotions, their environment, and the social issues that have arisen in the world. The most enduring issue of civilization is the unequal balance of power between the wealthy and the impoverished. The painting "A Voluptuary Under the Horrors of Digestion" serves as a satire on the upper class, displaying the contrast between French and British artists, exposing the faults of the nobility, and twisting public perception of the nobility. The greatest obstacle to art was censorship. The catastrophic nature of the French Revolution led to a wide-scale censorship of literature, art, and of the press in France. As another monarchist nation, Great Britain should have feared that the rebel attitude across the water would spread to its people. Despite their proximity to the French Revolution, the British maintained a system of free speech and free press. As a result, artists were free to say whatever they wanted in their works because there were no repercussions to fear. The artist behind "A Voluptuary Under the Horrors of Digestion" was clearly making a statement about the appalling nature of greedy nobles yet because of freedom of the press he is able to openly mock the nobility, showing the confidence of Britain as a nation. Faced with no restrictions to his work, the artist of the painting depicted a noble in an appalling manner. Earlier in history, the noble's portliness would have marked him as fashionable and of high soci...

Finding, Founding, and Funding

Finding, Founding, and Funding Finding, Founding, and Funding Finding, Founding, and Funding By Mark Nichol Find, found, and fund could conceivably be related on the basis of the notion of obtaining something, but the words (except in the case of the link between find and one of three broad senses of found) stem from independent sources. This post defines these words and others derived from them. Find, in the sense of discovery, is from the Old English verb findan, meaning â€Å"come upon,† â€Å"discover,† or â€Å"obtain.† The past tense is found, but the homograph found, from the Latin verb fundere, meaning â€Å"cast,† â€Å"melt,† or â€Å"pour out,† is unrelated, as is founder (â€Å"collapse,† â€Å"disable,† â€Å"fail,† or â€Å"sink†), stemming ultimately from fundus, a Latin noun meaning â€Å"bottom,† by way of the verb form fundare. A find is something discovered or located, including a person, place, or thing with exceptional qualities. Someone who finds is a finder, as in the phrase â€Å"finder’s fee,† which describes a commission received for helping someone identify a financial opportunity. A finder is also an auxiliary telescope, and a viewfinder is a device on a camera that aids the user in focusing on the photographic subject. A finding is the result of an examination or investigation, while found serves as an adjective as well as a verb, as in the phrase â€Å"found object.† From the past tense of found, foundling describes an abandoned infant who is discovered, and something newfound has just recently been located or discovered. As mentioned, found in the sense of â€Å"establish† has a distinct etymology, as do its kin: founder (â€Å"one who establishes†); founding (a verb and adjective referring to establishment, as in the phrase â€Å"Founding Fathers† to refer to the men instrumental in establishing the United States); and foundation, which pertains to establishment, to an organization that supports an endeavor, to the substructure of a building, or to a cosmetic base or a supporting undergarment. Foundational and foundationally are the adjectival and adverbial forms. Something that is well founded exists with literal or figurative support, such as an organization or a theory, respectively. Something unfounded, by contrast, has no basis of support, as in the case of a rumor; foundationless is also employed for this sense. (These terms apply only to the figurative sense, however.) Fundus, mentioned above as the forebear of founder, is also the basis of fundament, meaning â€Å"base,† and its adjectival form, fundamental. That word is also a noun pertaining to basic principles, thus the use of fundamentalist and fundamentalism to refer to Christians who interpret the Bible literally. Profound, meanwhile, retains only the figurative sense of its ancestor, profundus, and means â€Å"intellectually deep,† and fundus was borrowed directly into English in the anatomical sense of the part of a hollow organ opposite its opening, such as the back of the eye. From fundus we also derive fund, meaning â€Å"capital† or â€Å"stock† in the sense of a financial base (as a verb, it means â€Å"supply with money†); funds and funding refer to money, the former in a basic sense and the latter in the sense of providing funds. Someone who funds is a funder, the withdrawal of funds is defunding, and the return of funds is a refund, while replenishment of funds is re-funding; something without financial support is unfunded. A fund-raiser (the word is sometimes styled fundraiser), meanwhile, refers to an event intended to raise money from admission fees and donations, and crowdfunding (also called microfunding) is a funding strategy involving encouraging widespread but modest financial support for a project from the general public rather than focusing on a small number of large-scale investors. The verb found in the sense of â€Å"cast metal† and the noun form founder are rare, but foundry, referring to the art of casting metal or to a location where the art occurs, is somewhat more familiar. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:15 Terms for Those Who Tell the FutureTime Words: Era, Epoch, and EonWhat Is a Doctor?