Parental Involvement and Students Success

Parental Involvement and Students Success Free Online Research Papers Parental Involvement and Student’s Success:The effects and lack thereof in lower-socioeconomic schools The action research paper presented will explore the effects of parental involvement in lower-socioeconomic schools on student achievement and reinforcement. Research currently defines socioeconomic status as a combination of variables, including occupation, education, income, wealth, and place of residence. Sociologists often use socioeconomic status as a means of predicting behavior. A familys socioeconomic status is based on family income, parental education level, parental occupation, and social status in the community. Families with high socioeconomic status often have more success in preparing their young children for school because they typically have access to a wide range of resources to promote and support young childrens development. They are able to provide their young children with high-quality child care, books, and toys to encourage children in various learning activities at home. Also, they have easy access to information regarding their childrens health, as well as social, emotional, and cognitive development. In addition, families with high socioeconomic status often seek out information to help them better prepare their young children for school. McNeal (1999) states, tha t parental involvement is generally a salient factor in explaining behavior, but not cognitive outcomes. Findings indicate that specific dimensions of involvement have greater effects for more affluent and white students, providing empirical evidence to support Lareau’s (1989) contention that the greater levels of cultural capital possessed by members of the upper class magnify the parental involvement’s effect for advantaged students. In this action research the teacher will focus on non- parental involvement for a specified period of time to see the adverse effect on student achievement. The teacher will keep a log of parental communication, signed agenda, and returned-homework. Chapter 1: Purpose Setting The school in research is a public school in Southwest Atlanta, Georgia. The school is part of the Fulton County School System. The school is centered in an urban setting occupied by lower to middle class families. The school is surrounded by homes that were built over 15 to 20 years ago. The community is growing daily as individuals affected by natural disasters, hurricane Katrina, move and settle in the city. Many of the students are displaced students who are enrolled for a limited time before withdrawing from the school. As the community continues to grow developers continue to purchase land and develop the massive amount of undeveloped land. The demographics of the school are consistent with your typical lower socioeconomic setting. The current enrollment count is 719 students. The ethnicity breakdown of students is as follows: 95% African American, 1% Hispanic, and 1% Asian, and 3% race identified as other. The school has increased its enrollment in two years by more than 150 students. A school that was built in the early 1900s and served a small number of students now serves more than 700 students. The school is a historical site; it represents one of the oldest schools in the area. However, the school was not built to accommodate students of the twentieth century. Many of the classrooms are not equipped with windows, the halls are extremely small, and the gym does not provide adequate space for the students. Consequently, there are requests for additional remodeling to bring the school to a current state. Minor remodeling projects have been done, but there are key areas that need immediate attention. The classrooms ha ve chalk-boards and there are limited outlets to accommodate the technology powering source needed to integrate technology into the classrooms. Each classroom has three computers and there is one lab with thirty computers for all grade levels to share. The student-teacher ration was 12:1 in 2005 as stated on the school based website. Currently, the teacher-student ration is 20:1. The student-teacher ratio has grown to eight students per class. The increase in student population is increasing at a rapid rate. The turn-over rate for teachers has increased from three per year to 10 to12 per year. This year the school replaced 13 new teachers in grade K-5. The school has a Pre-kindergarten; (Pre-K) program that serves 60 students. The ratio for Pre-K is 10:1. Each Pre-K teacher has an assistant. The Pre-K students are enrolled on a first come, first serve basis, and students are accepted regardless of district. Administratively, the school has retained the same principal for six years. The principal is very distant from the employees and the assistant principal is the exact opposite. The Assistant Principal is extremely friendly and embraces the staff. This mixture of leadership styles tends to divide the staff. The turn-over rate is extremely high and the micromanagement style tends to form cliques in the workplace. The school currently is meeting adequate yearly progress on the CRCT- Criterion Referenced Competency Test with additional hours added to the school day, Saturday school, and efforts from the school. The school promotes parental involvement; however, the parents rarely support the efforts of the school. The school meets monthly for the Parent-Teacher-Association meeting; the average parent attendance is thirty attendees out of a student enrollment count of 740. Administrators require that teachers and staff attend PTA meetings. This increases the enrollment count, but the majority of attendees are employees. The school provides extended day tutoring three days a week to assist students with preparing for the CRCT assessment administered in mid-April. The PTA meetings include student performances, valuable information for preparing students for the CRCT, school finances, and upcoming events. The Writer’s Role The researcher for this study is a third to fifth Curriculum Support Teacher (CST). As the curriculum support teacher it is the role of the support teacher to support classroom teachers in their quest to educate all students. The CST provides assistance with curriculum issues, materials needed to complete a specified lesson, and support with low to average students. The CST can assist with pulling small groups within the classroom to assist with teaching a standard. The CST also analyzes data after testing to see weak areas of achievement, after analyzing the data; the CST will host a mini-workshop on re-teaching standards that are weak across the spectrum of all grade levels (3-5). The researcher also participates in the extended day tutoring program by tutoring a group of 12 students in math. These students have been identified as working two grade levels below and are in need of assistance in preparing for the CRCT. The researcher works directly with students by serving as Chairpe rson for the School’s Safety Patrol Team, with assistance from members of the Safety Patrol Committee, the safety patrols are very successful. The researcher also is a member of the Math Committee, and participates in various math forums, workshops, and conventions to assist with bridging the gap between what is and what should be. Target Population The target population for this study is third grade students. There are a total of 83 third grade students. The researcher will utilize two of the four classes and work directly with two classroom teachers to collect data on the effects of lack of parental involvement. Discrepancy Statement Currently, two out of every five parents sign and return daily agendas, communicate with the teacher, attend conferences, and attend parent meetings. The discrepancy between the two of every five students who participate is three. Research states that schools should have typically 80-90% parental involvement in order to see higher success rates. Currently, if 2 out of every 5 students have parent participation in a class of 20, the participation rate is 40%, at least 40% more participation is needed to see adequate success from students. There is a need to double the level of participation from parents to at least four students out of every five. There is a need to increase the level of participation from parents by four students out of every five. Therefore, the school needs to see more participation from four out of five, instead of the current state, two out of five. Statement of Purpose The purpose of this action research is to increase the level of parental involvement and participation to achieve higher success rates from students. Possible Casual Factors Crnic and Lamberty discussed the impact of socioeconomic status on childrens readiness for school: The segregating nature of social class, ethnicity, and race may well reduce the variety of enriching experiences thought to be prerequisite for creating readiness to learn among children. Social class, ethnicity, and race entail a set of contextual givens that dictate neighborhood, housing, and access to resources that affect enrichment or deprivation as well as the acquisition of specific value systems†, (Crnic and Lamberty 1994). There are many casual factors that contribute to lack of parental involvement as stated above. Across all socioeconomic groups, parents face major challenges when it comes to providing optimal care and education for their children. Families in poverty struggle to meet basic needs, when basic needs are lacking, parents must place priority on housing, food, clothing, and health. In Maslow’s hierarchy of needs basic need must be met before any other need can be built upon. Educational games, books, may appear as luxuries, parents may not have the knowledge to find innovative ways to teach skills at home. Parents quite often lack the time and energy to participate in their child’s school events. Nonetheless many children in lower income families are raised by grandparents who are raising children for the second time in their life and struggle to participate like they did when they were younger. Many times this presents a challenge, especially if the guardian lacks education . In multiple sibling homes, the siblings are responsible for helping to raise the child and quite often the sibling finds interest outside of helping a younger sibling. Even in families with above-average income, parents often lack time and energy, and therefore invest in high-quality childcare where students learn skills outside of the home. A survey completed by kindergarten teachers throughout the country reported that children are increasingly arriving at school inadequately prepared (Campbell and Ramey 1994). Rationale Families with low socioeconomic status often lack the financial, social, and educational supports that characterize families with high socioeconomic status. Poor families also may have inadequate or limited access to community resources that promote and support childrens development and school readiness. Parents may have inadequate skills for such activities as reading to and with their children, and they may lack information about childhood immunizations and nutrition. Research states that low maternal education and minority-language status are most consistently associated with fewer signs of emerging literacy and a greater number of difficulties in preschoolers (Zill, Collins, West, and Hausken, 1995). Having inadequate resources and limited access to available resources can negatively affect families decisions regarding their young childrens development and learning. As a result, children from families with low socioeconomic status are at greater risk of entering kindergarten unp repared than their peers from families with median or high socioeconomic status. Goal and Outcome Objectives The ultimate goal is to increase parental involvement utilizing simple means of communication such as agenda, daily communication, and parent-teacher meetings. The result should increase student achievement which is the ultimate goal of educators and educational systems throughout the world. Over a 3-month period, ten students will receive parent communication; parents will sign and respond with comments 90% of time, as measured by the communication log completed by the teacher. During the 3-month period, a conference will be held once every four weeks and the parent will attend 100% of time, as measured by the parent-conference form. Over a 3-month period, 8 out of 10 parents will attend 80% of the time, as measured by the PTA Sign in Sheet. Chapter II Research has repeatedly proven that students who have more parental involvement or a support system in place are more successful than students whom do not. Research found in various forms support the theory that education in the United States is dependant upon parental involvement. Society has a great effect on many of the school-aged children. As a result, parents must monitor very closely the connection and dedication to achieving success in school. The idea that parental involvement has an affirmative influence on student’s academic achievement is so instinctively appealing that society in general have considered parental involvement an important element to solve many problems in education. Fan and Chen (2001), states the vast portion of the literature in this area is qualitative and non- empirical. A meta-analysis was conducted to synthesize the quantitative literature about the relationship between parental involvement and student’s academic ability. It was revealed that parental aspiration for their off-spring’s education has the strongest relationship, whereas parental home supervision has the weakest relationship, with student’s academic achievement. Fan and Chen (2001) continue to state that the affiliation is stronger when academic achievement is represented by a global indicator (GPA) than by a subject-specific indicator (Math). Fan and Chen based on current writings do not argue that parent al involvement does not play an important factor on children’s academic achievement, instead their findings reveal a small to moderate, and practically meaningful, relationship between parental involvement and student’s achievement. Hashima and Amato (2004) documented that economic hardships influence how parents interact with their children. Many studies have revealed that as economic hardships deteriorate, parents exhibit less nurturance and more inconsistent discipline. The researcher finds a connection between the study that Hashima and Amato completed and the current state of several lower socio-economic schools. Extremely high levels of discipline and administrator referrals are written, but low levels of participation in Parent-Teacher-Associations or school related activities. Annette Lareau (2001) in Social Class Differences in Family-School Relationships explores the many significant ways economic inequality and social class has impacts on education. Lareau (2001) reviews theories of poverty effects on education, analyzes the research base for those theories, and offers suggestions for change that would reverse those effects. Lareau suggests elimination of child poverty as a preliminary point. In addition, he discusses increased funding and different programming for schools with populations of students’ disadvantaged backgrounds. Lareau poses numerous contradictions and paradoxes (e.g., between rhetoric and reality, private and public, democracy and capitalism) in society and education that marks the production and reproduction of inequality. Research documented in Social Class, Poverty, and Education, states that poverty does affect ability and achievement, but large effects on behavior, mental, and physical health have not been found. Research continues to support the need for parental involvement in American schools. Parental involvement in schools in a national priority for both educators and researchers to promote the successful schooling of inner-city youth; Research has produced some promising findings, but parental involvement efforts with inner-city youth are currently limited by problems of research methodology and programs. Certain research studies do, however, demonstrate that children living in poverty have responded positively to parental involvement programs, empowerment, outreach, and indigenous resources (Abdul-Adil and Farmer, 2006). Additional research by Scott and Nufeld (2002), discusses why parent involvement is important for student achievement. Scott and Nufeld provide several recommendations for the implementation of an effective parent involvement program in schools, including early and ongoing assessment for effectiveness. Trevett and McMillian (1998), discuss the three sections of parental involvement in urban schools. First, the types of parental involvement, secondly, practical involvement activities found in successful urban school programs, and third characteristics of successful urban school parental involvement programs. The research reports and surveys reviewed clearly indicate that the majority of parents do want to be involved in their children’s education, but many do not know they can help. Most teachers desire to have involved parents; it makes the process of educating a reachable task. Several examples from the research indicate that problems in promoting parent involvement are not insurmountable. Jeynes (2007) completed a meta-analysis that consisted of 52 studies to determine the influence of parental involvement on the educational outcomes of urban secondary school children. Statistical analyses are done to determine the overall impact of parental involvement as well as specific components of parental involvement. The possible differing effects of parental involvement by race and socioeconomic status are also examined. The results indicate that the influence of parental involvement overall is significant for secondary school children. Parental involvement as a whole affects all the academic variables under study. The positive effects of parental involvement hold for both white and minority children. Solution Strategy Research supports the theory that parental involvements play a significant part in academic success. Hashima and Amato (2004) documented that economic hardships influence how parents interact with their children. Many studies have revealed that as economic hardships deteriorate, parents exhibit less nurturance and more inconsistent discipline. In the current action research, the researcher would provide a questionnaire to evaluate the economic hardship. In poverty stricken schools, typically the rate of single parents are extremely high; on average the number of students receiving free or reduced lunch are above 90%. The total household income usually falls well within the poverty or below-income level. An economic hardship questionnaire would help to disaggregate data to determine the cause of low-parental involvement or lack of. In addition, Statistical analyses are done to determine the overall impact of parental involvement as well as specific components of parental involvemen t. Certain research studies demonstrate that children living in poverty have responded positively to parental involvement programs, empowerment, outreach, and indigenous resources (Abdul-Adil and Farmer, 2006). The researcher would have an opportunity to evaluate outreach programs to assist the parents in the community; consequently, parental involvement would increase. Chapter III Schools today are expected to be more tech-savvy, computer literate, advanced in curriculum, and achieving standards that are well above expectations. However, in many schools this is simply just not the case. In many of our inner city schools, there is a struggle to achieve the same as schools with rarely similar resources. The question that prevails in the minds of many, including educators, is simply why? How is possible to have a school with equivalent resources, educators with similar rankings, and equal student-teacher ratio achieving at such different levels? Research provides many possibilities to this dilemma; environmental causes, background education, etc. The problem that seems apparent is the issue of parental involvement or lack thereof. Permissions Preceding the initiation of this research, permissions will be acquired from all subjects. Approval will be requested from the district office, Research and Evaluation’s Department. Next, consent from the building administrator, the Principal, will be required. Finally, the stakeholders, parents and students’ approval will be acquired. The consent of the parents and students is extremely valuable, due to the fact that they are the subjects in the research study. This consent will be in written form and will include an explanation of the actions that are required to successfully complete the research with minimum error. Required Resources The action research in development will require resources that will be provided by the school where the study is completed. These resources are minuscule and are part of daily materials required or instructional educators. The required resources needed are as follows: First, two classrooms consisting of an equal amount of students, which will also be used to enter in daily data and file necessary documents for the study. Second, a personal computer to enter date, create flyers, surveys, etc; the lap-top provided individually to instructional educators will be used for the study. Third, pre-printed school envelopes will be used to send home notifications and flyers. Fourth, a personal telephone with an individualized extension for parental involvement will be required to maintain open lines of communication with parents. Lastly, office supplies in generous amounts will be requested. The office supplies include, but are not limited to, a stapler, staples, paper-clips, copy paper, ink, thumb tacks, post-it’s, etc. Procedures The study will be set in motion through obtaining consent from all subjects. After verification of consent two classes will be selected to participate in the study. The classes will be chosen by lowest level of parental participation. This information will be collected through a random Parent Teacher Association meeting sign in sheet. In the classes chosen the instructor will select five students who have the least amount of parental participation. The instructor will be very specific when recommending the student for this study. Recommendations must include students who are unlikely to return parent documentation, parents are unlikely respond to request for conferences, or it is difficult to obtain parent communication via telephone or mail. The grade level chosen will receive reading material on Parental Involvement. All readings selected by the researcher will be research based. A pre-survey will be administered on level of knowledge on the effect that parental involvement has o n school age children. The study will last three months and the data collected will include agenda booklets, signed forms, and sign-in sheets for conferences and meetings. Each week the subjects will receive information that is expected to be returned. Each subject (student) will have an individualized folder where all documentation will be kept. The parents will receive a copy of the final outcome of the study. Week One-Student will begin the first day of their study with an agenda booklet. The agenda booklet will contain homework, parents are expected to sign and return this agenda booklet daily with comments. If the agenda booklet is signed, returned, and include comments, the subjects will receive a three points for Monday. Each action is worth one point. If, for any reason the agenda is not signed, returned, and includes comments the participants will receive zero points. The pattern will continue for five days, Monday through Friday. The subjects can earn fifteen points each week, which will represent one-hundred percent participation. Once a month each parent will participate in Parent Conference Night. Parent Conference Night will be held on Thursday evening for two hours. Each study will receive a twenty minute conference. The conference will include details of grades, overall performance, and future activities. Each study that participates in the conference with the researcher and instructor will receive twenty points. Twenty points will indicate one-hundred percent participation. Finally, the most informative meeting parents can attend is the Parent-Teacher-Association meeting held once monthly. Parents can receive information on student performance, school based budget, district based budget, standardized testing, principal’s expectations, etc. Each subject will be expected to attend the monthly meetings. At the conclusion of each meeting, the parent log will be checked. Each subject that attends will receive twenty points. Twenty points will indicate one-hundred percent participation for this action. All information relating to school related activities will be sent home with the student and an additional copy will be mailed. The subjects will also receive a courtesy phone call to remind parents of events. Parents will have an opportunity to volunteer for additional events during Parent-Teacher-Association meetings, and conferences. At the end of the third month, all points will be added together. Each subject has an opportunity to earn three-hundred points. Daily agendas are worth fifteen points a week, sixty points a month. Monthly meetings are worth twenty points each, a total of forty a month. The ultimate goal is for parents to earn over two-hundred fifty points. This point mark is over eighty percent which is the overall goal of this study. Research indicates that when parents are more involved in their child’s education, there is a genuine interest to satisfy the parents, as a result motivation increases. At the conclusion of the research, the researcher will analyze all data. The researcher will hold a conference with the instructor to discuss the student’s performance. Students and parents will have exhibited a level of participation that is well beyond the average. Parents will complete a post survey; the researcher will compare the results of the pre-survey and the post survey. Matrix of Activities Week Objective Activity Materials Person(s) Responsible 1 1 Returned Agenda, Signed Agenda, Comments Attached Agenda Booklet, Log Sheet Instructor, Researcher 2 1 Returned Agenda, Signed Agenda, Comments Attached Agenda Booklet, Log Sheet Instructor, Researcher 3 1 Returned Agenda, Signed Agenda, Comments Attached Agenda Booklet, Log Sheet Instructor, Researcher 4 1,2,3 Returned Agenda, Signed Agenda, Comments Attached, Parent-Teacher-Association, Parent Conference Agenda Booklet, Log Sheet Instructor, Researcher Matrix repeats weekly for three months. Chapter IV: Evaluation Plan The overall goal of the action research is to increase parental involvement in effort to increase student achievement. If, over a three month period, 5 students sign and respond with comments 90% of time, as measured by the communication log completed by the teacher, then the objective will be met. Parents will increase level of communication and involvement in the area of academics. If, during a three month period, the parent attends 100% of time, as measured by the parent-conference form, then the objective will be met. Parents will become more aware of their child’s academic ability. The parent will then be more responsive in providing assistance, if needed. The parent will be able to seek adequate resources to assist or provide enrichment for the child. If, during a three month period, 4 out of 5 parents participate through attendance 80% of the time, as measured by the PTA Sign in Sheet, then the objective will be met. Parents will become aware of the resources the school has to offer the student as well as the family. The link between home and school will connect. The measurement tools in this evaluation plan are experimental and reliability and validity have not yet been established. Chapter V: Conclusion Conclusively, the importance of parental involvement can not be denied. It is a key factor in the success of a child. The metaphor, it takes a village to raise a child, is one that is well known and holds true in the world of education. Research states the relationship between parental involvement and urban schools is necessary for the majority to achieve success (Jeynes, 2007). It is the researcher’s heartfelt opinion, that parental support reinforces the importance of education, without this missing element, the project remains incomplete. The researcher hopes to increase awareness of the issue that heavily weighs on our urban schools. Attention is often directed toward lower socioeconomic schools for their lack of success. Research indicates that the number of students receiving additional services and individualized education plans are immensely large at urban schools (Jeynes, 2007). Students are students; the environment should not play a major part on their academic ability, should it? As this question repeats in various forms and word usage, the fact remains, the question remains unanswered. The researcher believes this may be one solution to the problem; parental support plays a major role in the life of any child. References Abdul-Adil, J. K., Farmer, A. D. (2006). Inner-City African American Parental Involvement in Elementary Schools: Getting Beyond Urban Legends of Apathy: School Psychology Quarterly, 21(1), 1-12. Retrieved April 04, 2007 from ERIC database. Cambell, F.A. Ramey C. T. (1994). Effects of Early Intervention on Intellectual and Academic Achievement: A Follow-Up Study of Children from Low-Income Families. Child Development, 65(2), 684-698. Retrieved April 02, 2007 from http://links.jstor.org. Farmer, A.D. (2006) Inner City African American Parental Involvement in Elementary Schools: Getting Beyond Urban legends of Apathy. Educational Review, V21, 1-12. Retrieved April 04, 2007 from the Wilson Education Database Hashima and Amato (2004). Poverty, Social Support, and Potential Behavior. Family Relations, 56(1), Page 80. Retrieved April 05, 2007, from the Wilson Education Database. Huebner, Colleen. E. (2000). Communities Based Support for Readiness Among Children in Poverty. Journal of Education for Students Placed at Risk, 5(3) 291-314. Retrieved April 21, 2007 from www.leaonline.com. Jeynes, William. The Relationship between Parental Involvement and Urban Secondary School: Student Academic Achievement. Urban Education, V42. Retrieved April 09, 2007 from the Eric database. Lareau, Annette. (2001) Social Class Differences in Family-School Relationships: The Importance of Cultural Capital. Sociology of Education, 60(2) 73-85. Retrieved April 01, 2007 from http://links.jstor.org. McNeal. R. B., (1999). Parental Involvement as Social Capital: Differential Effectiveness on Science Achievement, Truancy, and Dropping out. Social Forces, 78(1) 117-144. Retrieved April 12, 2007, from http://links.jstor.org. Trevett, S. McMillan, J. (2001). Enhancing Parental Involvement in Urban Schools: Types of Programs and Characteristics of Successful Programs. Retrieved April 04, 2007 from www.google.com Fan, X. Chen, M. (March 2001). Parental Involvement and Support: Educational Psychological Review, 13(1), 1-22. Retrieved April 12, 2007 from JSTOR Research Papers on Parental Involvement and Student’s SuccessStandardized TestingInfluences of Socio-Economic Status of Married MalesHip-Hop is ArtPersonal Experience with Teen PregnancyThe Relationship Between Delinquency and Drug UseEffects of Television Violence on ChildrenResearch Process Part OneGenetic Engineering19 Century Society: A Deeply Divided EraRelationship between Media Coverage and Social and

The Fourth Dimension - Definition in Art History

The Fourth Dimension - Definition in Art History We live in a three-dimensional world and our brains are trained to see three dimensions - height, width, and depth. This was formalized thousands of years ago in the year 300 B.C. by the Alexandrian Greek philosopher, Euclid, who founded a school of mathematics, wrote a textbook called the Euclidean Elements, and is known as the father of geometry. However, several hundred years ago physicists  and mathematicians postulated a fourth dimension. Mathematically, the  fourth dimension  refers to time as another dimension  along with length, width, and depth. It  also refers to space and the space-time continuum. For some, the fourth dimension is spiritual or metaphysical. Many artists during the early 20th century, among them the Cubists, Futurists, and Surrealists, have attempted to convey the fourth dimension in their two-dimensional artwork, moving beyond the realistic representation of three-dimensions to a visual interpretation of the fourth dimension, and creating a world of infinite possibilities. Theory of Relativity The idea of time as a fourth dimension is usually attributed to the Theory of Special Relativity proposed in 1905 by the German physicist Albert Einstein (1879-1955). However, the idea that time is a dimension goes back to the 19th century, as seen in the novel The Time Machine  (1895) by British author H.G. Wells (1866-1946), wherein a scientist invents a machine that lets him travel to different eras, including the future. Although we may not be able to travel through time in a machine, scientists have more recently  discovered that time travel is, in fact, theoretically possible.   Henri Poincarà © Henri Poincarà © was a French philosopher, physicist, and mathematician who influenced both Einstein and  Pablo Picasso with his 1902 book, Science and Hypothesis. According to an article in Phaidon,   Picasso was particularly struck by Poincarà ©s advice on how to view the fourth dimension, which artists considered another spatial dimension. If you could transport yourself into it, you would see every perspective of a scene at once. But how to project these perspectives on to canvas? Picassos response to Poincarà ©s advice on how to view the fourth dimension was Cubism   viewing multiple perspectives of a subject at once. Picasso never met Poincarà © or Einstein, but their ideas transformed his art, and art thereafter. Cubism and Space Although the Cubists did not necessarily know  about Einsteins theory -   Picasso was unaware of Einstein when he created Les Demoiselles dAvignon  (1907), an early Cubist painting - they were aware of the popular idea of time travel. They also understood Non-Euclidean geometry, which the artists Albert Gleizes and Jean Metzinger discussed in their book Cubism  (1912). There they mention the German mathematician Georg Riemann (1826-1866) who developed the hypercube. Simultaneity in Cubism was one way artists illustrated their  understanding of the fourth dimension, meaning that the artist would simultaneously show  views of the same subject from different viewpoints  - views that would not normally be able to be seen together at the same time in the real world. Picassos Protocubist painting, Demoiselles DAvignon, is an example of such a painting, since it uses simultaneous fragments of the subjects as seen from different viewpoints - for example, both a profile and frontal view of the same face. Other examples of Cubist paintings showing simultaneity are Jean Metzingers Tea Time (Woman with a Teaspoon) (1911), Le Oiseau Bleu (The Blue Bird  (1912-1913), and  Robert Delaunays paintings of the Eiffel Tower behind curtains.   In this sense, the Fourth Dimension concerns the way in which two kinds of perception work together as we interact with objects or people in space. That is, to know things in real time, we must bring our memories from past time into the present. For example, when we sit down, we dont look at the chair as we lower ourselves on to it. We assume the chair will still be there when our bottoms hit the seat. Cubists painted their subjects based not on how they saw them, but on what they knew of them, from multiple perspectives. Futurism and Time Futurism, which was an offshoot of Cubism, was a movement that originated in Italy and was interested in motion, speed, and the beauty of modern life. The futurists were influenced by a new technology called chrono-photography  that showed the movement of the subject in still-photos through a sequence of frames, much like a childs flip-book. It was the precursor to film and animation. One of the first futurist paintings was  Dynamism of a Dog on a Leash  (1912), by Giacomo Balla, conveying the concept of movement and speed by blurring and repetition of the subject. Nude Descending a Staircase No. 2 (1912), by Marcel Duchamp, combines the Cubist technique of multiple views with the futurist technique of the repetition of a single figure in a sequence of steps, showing the human form in motion. Metaphysical and Spiritual Another definition for the fourth dimension is the act of perceiving (consciousness) or feeling (sensation). Artists and writers often think of the fourth dimension as the life of the mind and many early 20th century artists used ideas about the fourth dimension to explore metaphysical content.   The fourth dimension is associated with infinity and unity; the reversal of reality and unreality; time and motion; non-Euclidean geometry and space; and spirituality. Artists such as Wassily Kandinsky, Kazimir Malevich, and Piet Mondrian,  each explored those ideas in unique ways in their abstract paintings.   The fourth dimension also inspired Surrealists such as the Spanish artist Salvador Dali, whose painting, Crucifixion (Corpus Hypercubus) (1954), united a classical portrayal of Christ with a tesseract, a four-dimensional cube. Dali used the idea of the fourth dimension to illustrate the spiritual world transcending our physical universe. Conclusion Just as mathematicians and physicists explored the fourth dimension and its possibilities for alternative realities, artists were able to break away from one-point perspective and the three-dimensional reality it represented to explore those issues on their two-dimensional surfaces, creating new forms of abstract art. With new discoveries in physics and the development of computer graphics, contemporary artists continue to experiment with the concept  of dimensionality. Resources and Further Reading Henri Poincarà ©: the unlikely link between Einstein and Picasso, The Guardian, https://www.theguardian.com/science/blog/2012/jul/17/henri-poincare-einstein-picasso?newsfeedtrue Picasso, Einstein, and the fourth dimension, Phaidon,  phaidon.com/agenda/art/articles/2012/july/19/picasso-einstein-and-the-fourth-dimension/ The Fourth Dimension and Non-Euclidean Geometry in Modern Art, Revised Edition, The MIT Press, https://mitpress.mit.edu/books/fourth-dimension-and-non-euclidean-geometry-modern-art The Fourth Dimension in Painting: Cubism and Futurism, The peacocks tail,  https://pavlopoulos.wordpress.com/2011/03/19/painting-and-fourth-dimension-cubism-and-futurism/ The painter who entered the fourth dimension, BBC,  bbc.com/culture/story/20160511-the-painter-who-entered-the-fourth-dimension The Fourth Dimension, Levis Fine Art, levisfineart.com/exhibitions/the-fourth-dimension Updated by Lisa Marder 12/11/17

Political Scandal in the Media Essay Example | Topics and Well Written Essays - 1000 words

Political Scandal in the Media - Essay Example One is the reality that Spitzer's betrayal involved prostitutes. "Why Men Cheat," inserts that the same holds true of informal sex, seeing that in one-night-stand after having someone at a bar. For some people, this looks like, "Holy cow", like Mr. David Letterman, "We can't get bin Laden, but we got Spitzer". And for others, undoubtedly, it's been a deep talk of stance on (or experiences with) infidelity, disloyalty, loyalty and the like. It's occurring in conferences, too. "Are you saying the women should feel guilty, like they somehow drove the man to cheat", Meredith Vieira of "Today" asked Dr. Laura Schlessinger, a radio host. On the media channels, where Talk Shows addressed the scandal madly for days, Mars and Venus instants have thrived hard. Some women were seriously angry by all the meeting of a "victimless crime." And they giggled when Joy Behar on the all five women gabfest "The View" stated publicly that "Viagra is destroying our government." On Tuesday morning Hendrik Hertzberg, a writer for The New Yorker, told the host, Joe Scarborough, that Mr. Spitzer should not be condemned as a hypocrite. "If he had been caught taking from the public till or bilking the government, that would have been hypocritical," Mr. Hertzberg said. "This is just, this is sad." How common is this adultery Figuratively, in... Surely there were no cries for Mr. Spitzer. Alan M. Dershowitz, who taught Mr. Spitzer at Harvard Law School, went so far as to blame American Puritanism first. "Big deal, a married man goes to prostitute", Mr. Dershowitz said on MSNBC on Monday. "In Europe this wouldn't even make the back pages of the newspaper". Political sex-scandals have become a pushy feature of American society today. From Profumo to the cash-for-questions scandal, from Watergate to the Clinton-Lewinsky affair, scandals have come to play a fundamental role in political affairs and in the shaping of public debates. They all blur together. And now New York's Gov., Eliot Spitzer, had to leave his job after his involvement in a prostitution ring became public. But this star news will be eclipsed by the next scandal before too long. If we're becoming a more liberal society, shouldn't there be less and not more sex scandals Probably not. Sex scandals will keep on as long as we remain in-two-minds about the public impacts of hush-hush sexual conduct. We're in the middle of a nationwide debate about where to sketch the line. It's turn into a known scene - "a politician...over-involved in a sex scandal...addressing the media...his compassionate, humiliated wife by his side". Spitzer's dismal story just doesn't meet the higher bar of insignificance the journalists and newspapers demand. The imperfections in our political system that it represents are immeasurable. It's just too real to meet the requirements. His scandal looks like to have got its "get-out-of-jail-free" license from the media pundits. One commonality among political sex scandals nowadays is that the tricacies of the encounters

Kandariya Mahadeva Temple Essay Example | Topics and Well Written Essays - 1000 words

Kandariya Mahadeva Temple - Essay Example The major subject of the art work is the sexuality and growth of the Indian women. The sculptures are designed stylistically to show the growth in women and to represent their beauty. The erotic sculptures also show the passionate interactions between humans along with changes that occur in human bodies. The artwork also represents the cultural influence of the Indians by using ornaments on the sculptures thus, showing how Indian women value ornaments. The artwork also applies religious styles by positioning the erotic sculptures in such a way that they appease evil spirits. Stylistic influences used in the sculptures include the use of good positioning and use of imagery. The artwork has applied imagery in the sculptures by using symbolism where different meanings can be derived from each of the sculptures. The religious style has a significant influence on the art since; it determines the major positioning of the erotic sculptures. This is a portrait which was done by anonymous cou rt artists during the Kangxi period, which was around the year 1662-1795. The portrait mainly represents one of the royal rulers of the Qing Dynasty. The medium used is mainly paint and silk, with paint being made on the silk. The subject matter of the artwork is mainly to convey messages about the countries strong dynasties and the religious views. Thus, a lot of symbolism has been used in the artwork to convey different messages. Thus, from the colors used and the pattern of art, different meanings. can be derived from the artifact (Kleiner, 43). The major cultural context of the relic is the glorification of the Chinese art and to uphold their religion and the political ideologies. The artwork is also symbolic and metaphoric in producing its message. For instance; the colors used on the robes are bright signifying the peace in the dynasty of the emperor. In addition, the artwork also embraces the use of different patterns

Green Chemistry Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Green Chemistry   Ã‚  Ã‚  Ã‚  Ã‚  Many companies all over the world produce chemicals for their products that are harmful to the environment, human health, and to all living species. Green Chemistry is the use of chemistry for the prevention of chemical pollution to the environment by using chemicals that are benign, or not harmful. The Environmental Protection Agency (EPA) states that the mission of Green Chemistry is, â€Å"To promote innovative chemical technologies that reduce or eliminate the use or generation of hazardous substances in the design, manufacture, and use of chemical products.† Green Chemistry contains any aspects and types of chemical processes that reduce the negative effects of certain chemicals, in a way, using chemistry to fight chemistry.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Green Chemistry started after the Pollution Prevention Act of 1990 was passed. The Office of Pollution Prevention and Toxics (OPPT) began to develop ways to make chemical products and processes less hazardous to humans and the environment. There are many principles of Green Chemistry; to prevent waste, to use less hazardous chemical synthesis, design safer chemicals and solvents, make chemicals more energy and cost efficient, reduce derivatives and toxins, prevention of pollution, and accident reduction.   Ã‚  Ã‚  Ã‚  Ã‚  There are many companies...

Consider the presentation of Beatrice and Benedick’s relationship early in the play, in particular, how does Shakespeare make Act two Scene 3 entertaining for the audience? Essay

[Consider the presentation of Beatrice and Benedick’s relationship early in the play, in particular, how does Shakespeare make Act two Scene 3 entertaining for the audience?] â€Å"Much Ado About Nothing† was written by William Shakespeare in the late 1500’s, and is set in Messina, Sicily. The play is a comedy, about love and deception, and in it we see a battle of the sexes and themes such as, love, hate, jealousy and friendship. The play centres around two relationships, one between sharp-witted Beatrice and light-hearted Benedick, and another between young lovers Hero and Claudio. To pass time, Don Pedro sets a â€Å"Lover’s Trap† for Benedick, a bachelor, and Beatrice, his favourite arguing partner. Meanwhile, the evil, Don John conspires to break up Hero’s and Claudio’s marriage by accusing Hero of having an affair. Shakespeare interweaves two plots in this story which in the end, as the title says all turns out to be ‘Much Ado About Nothing.’ In the beginning of the play Shakespeare presents Benedick as a light-hearted character, he does this by showing the audience that Benedick is witty and has clever insults when he is mocking Beatrice, â€Å"I would that my horse had the speed, and so a good continuer.† Shakespeare is preparing the way for the audience to realise Benedick is perfectly matched with Beatrice way before he does, even when he teases her he uses metaphors and word play, this is a form of dramatic irony. Benedick is the entertainer; he uses witty hyperbole to express his feelings. Benedick vows he will not marry. He engages in a competition to outwit, Beatrice, but his friends Don Pedro, and Claudio, believe he has deeper feelings for Beatrice. Act 2 scene 3 ends with a soliloquy â€Å"if I do not take pity of her, I am a villain! If I do not love her, I am a Jew† [Lines 239-240].This line is from Benedicks’ soliloquy. It shows the audience a different side of Benedick and leaves them, wondering if he will really love Beatrice, or if he is doing it for himself, his pride and honour. By not having Benedick makes this clear Shakespeare builds tension because the audience left knows that something important has not been said this makes the audience feel involved and manipulates our sympathies. When Benedick hears Claudio, Don Pedro and Leonato discussing Beatrice’s love for him, Benedick admits to being â€Å"horribly in love with her,† [Act 2 Scene 3 Line 215]. Beatrice is the niece of Leonato, and is close friends with her cousin Hero, Leonato’s daughter. Beatrice is feisty, witty, clever and sharp and Shakespeare portrays her as being almost like the female version of Benedick. Beatrice keeps a â€Å"merry war† of wits, with Benedick. The play suggests that she was once in love with Benedick but that he led her on and their relationship ended. In the comic there was a conversation between Don Pedro and Beatrice that suggests this, Don Pedro says â€Å"You have lost the heart of Signior Benedick.† Beatrice replies â€Å"Indeed, my lord, he lent it to me awhile, and I gave him used for it, a double heart for a single on. Marry, once before he won it of me with false dice: therefore your Grace may well say I lost it.† [Act 2 Scene 1 Lines 245] Similar to Benedick, Beatrice refuses to marry because she has not found the perfect, equal partner. Beatrice rages with fury at Claudio for mistreating her cousin, and rebels against the unequal status of women in Renaissance society. For example, in Act 4 scene 1 Line 309-310 she says, â€Å"O that I were a man for his sake! Or that I had any friend would be a man for my sake!† And in Act 4 Scene 1 Line 313-315 she passionately says: â€Å"I cannot be a man with wishing, therefore I will die a woman with grieving†¦Ã¢â‚¬  This tells us that Beatrice is frustrated because in the Renaissance Society that she lives in women had no equal rights. It also shows the audience that Beatrice is very independent for her time. Early in the play Shakespeare presents Benedick and Beatrice as individuals that will never get married. Beatrice says â€Å"I had rather hear my dog bark at a crow than a man swear he loves me†¦Ã¢â‚¬  [Act 1 Scene 1 Lines 107-108]. Beatrice puts herself out of reach from Benedick and from all men. Benedick also says, â€Å"It is certain I am loved of all ladies, only you excepted. And I would I could find it in my heart that I had not a hard heart, for truly I love none†¦Ã¢â‚¬  [Act 1 Scene 1 Lines 101- 104], he describes himself to be a ‘ladies man’ every woman loves him apart from Beatrice. At this point both of them are sure they will never marry or fall in love. In Act 2 Scene 3, Leonato, Don Pedro and Claudio work together to try and convince Benedick that Beatrice is in love with him. Benedick unknowingly finds himself caught in the position of being the one deceived. He thinks that he is eavesdropping on his friends, but, they deliberately speak louder so that he will hear them. In this scene Benedick realises that he is in love with Beatrice. In a soliloquy Benedick says that there is no shame in changing his mind about marriage, and declares, â€Å"I will be horribly in love with her†¦. the world must be peopled. When I said I would die a bachelor, I did not think I should live till I were married† [Act 2 scene 3 Lines 207-215]. This speech gives the audience an emotional glimpse into Benedick’s generous and compassionate heart. Although Beatrice comes across as being very sharp, she is vulnerable. Once she overhears Hero describing that Benedick is in love with her, she opens herself to the sensitiveness and weakness of love. Beatrice is overwhelmed by the fact that Benedick is in love with her, Benedick and Beatrice both change after the â€Å"trick†. No one can trick you into loving someone you either do or you don’t. One of the ways that Shakespeare makes Act 2 Scene 3 entertaining for the audience is by using hyperbole. In this scene Claudio describes Beatrice’s feelings for Benedick by saying she, â€Å"Weeps, sobs, beats her heart, tears her hair, prays, curses- ‘O sweet Benedick! God give me patience!† [Act 2 Scene 3 Lines 140]. This use of hyperbole serves two different purposes, firstly Claudio uses it to persuade and convince Benedick of the depth of Beatrice’s love for him and that what he is overhearing is the truth. Secondly, Shakespeare uses this hyperbole for the audience’s benefit; to entertain them and to create comedy. It shows Don Pedro, Claudio and Leonato enjoying them at Benedick’s expense, exaggerating to show that Beatrice is a mess because she is torn between desperately keeping her feelings secret, and letting Benedick know about her love for him. Don Pedro, Claudio and Leonato realise that they have to be very convincing and put on a good show to fool Benedick. Another way in which Shakespeare makes this scene entertaining for the audience is by having Benedick very quickly change his opinion about love. Part of the comedy in this scene is watching Benedick start off very clear about his life and his position about women, and see him at the start of Act 2 Scene 3 mocking men who laugh at other men for being in love but then fall in love themselves, and then by the end of Act 2 scene 3, Benedick has fallen in love himself. He is completely changed and has become very romantic, and he has no doubts about his feelings for Beatrice. Shakespeare makes this entertaining for the audience by having Benedick go through a complete change of mind. Shakespeare adds to the entertainment at the end of this scene by having Benedick interpret Beatrice’s action as evidence of her being in love with him, â€Å"You Take pleasure then in the message!† [Act 2 Scene 3 Lines 231] Beatrice who is innocent to all of the trickery dismisses him and teases him like she always does, â€Å" Yea, just so much as you may take upon a knife’s point, and choke a daw withal† [Act 2 Scene 3 Lines 232-323]. Beatrice is unaware of any change in Benedick. During the course of the play Shakespeare uses different types of wordplay to convey the characters thoughts and feelings; he also uses different types of themes such as jealousy, Hate, Love, and self deception. Shakespeare uses a lot of figurative language in his plays this helps to show the characters is feeling and it helps to convey emotional intensity. Beatrice and Benedick’s playful relationship is in contrast to the more romantic and serious relationship between Claudio and Hero. Hero and Claudio’s relationship provides the romantic plot line in the comedy, and they tend to speak in verse. However through the use of language, Shakespeare presents them as being more artificial and sentimental in the way they view love. Three quarters of the play is written in prose, similar in structure to the English spoken today. The use of prose in the play shows the down to earth approach of the verbal play fighting between Beatrice and Benedick. Beatrice and Benedick use a lot of prose and most of the plays comedy depends on this. An example of this is in Act 1 Scene 1 Lines 218, Benedick says, â€Å"If I do, hang me in a bottle like a cat, and shoot me.† Here he is saying if he ever falls in love (with Beatrice) then Don Pedro should hang him in a wicker basket, which the Elizabethans’ used for target practice and kill him, like they would kill a cat. In ‘Much Ado About Nothing’ the use if imagery provides insight into the characters and stirs the audiences imagination. An example of it is when Claudio says, â€Å"O ay; stalk on, stalk on, the fowl sits.† [Act 2 Scene 3 Lines 90] Claudio says this to Don Pedro and Leonato, he is using a metaphor for hunting, and is saying move quietly, they prey does not suspect, and gives the impression that Benedick is their prey, and they are stalking him, getting ready to shoot. This also creates Dramatic Irony as the audience is given information that the characters on stage do not have which creates a sense of anticipation. When Shakespeare wrote ‘Much Ado About Nothing’, society’s values and traditions were different from what they are now. In Elizabethan times it was common for, parents and friends to act as matchmakers. They selected the husband, performed careful examination of his economic prospects, and they brought the couple together to find out if there were any strong feelings of dislike between them, in order to ensure that the couple would get along in marriage. In ‘Much Ado about Nothing’ this type of arranged relationship is shown between Hero and Claudio. In Elizabethan times parents did not advocate ‘forced’ marriages because they knew that the best marriages were the ones that were equally consensual and desired by both parties. In the play Hero was happy to marry Claudio, and she accepted the arrangement.

Analyzing The Thoughts Of Ancient Philosophers - 932 Words

Analyzing the Thoughts of Ancient Philosophers 3 Major Ideas from The Republic Books 1-5 The Republic is exemplary in showing the knowledge of the philosophers of Socrates and Plato’s day. Socrates’ argument of â€Å"what justice is† shows many dynamics and layers within his mind. Socrates will never start a conversation with someone else without being able to get a new thought completely fabricated from their own mind. He is a very intelligent philosopher; proven by the fact that he can jump start a conversation and watch it go for ages between many men while never giving his two cents. When the topic of what justice is comes up between Socrates and the other men, he never once tells the men what he thinks during the first few books of The Republic, he just has points to refute all of their suggestions. As stated in A Companion to Socrates, Socrates’ impact on the world with his philosophical teaching was tremendous, and he owes it all to the teaching habits and skills that he obtained throughout the years. (Ahbel) His willingness to provide a topic and then watch it unfold between many other arguers was a quality that allowed many students to learn from themselves, just through the help of Socrates. He wasn’t the sort of teacher that would talk at his students, he liked to have them scour their own brains and come up with their own knowledge and ideas. In The Republic, Socrates demonstrates these skills specifically toward a few major ideas. When Thrasymachus tells his ideaShow MoreRelatedInfluence Of A Great Philosopher And The Metaphysic Of Divine Providence1162 Words   |  5 PagesThe Influence of a Great Philosopher and the Metaphysic of Divine Providence. 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