20 Cool Presentation Topics on Orientalism in the 19th Century Art

20 Cool Presentation Topics on Orientalism in the 19th Century Art Studying history and understanding the roles it has played in molding todays society is one of the great joys of students studying creative arts. The knowledge of how a style came about, what had influenced the great painters and artist of the generation provides the basis for our own personal growth and also urges great artists to create great paintings inspired by ancient cultures. This is why the study of orientalism and its influences on 19th century art is important to everyone although its importance to artist trumps all. Therefore if you are a literature student who has been saddled with writing a paper on orientalism in arts, do not view this task as a burden but as a subject matter you need to learn in order to prosper. This article is also intended to make your writing task easier for it will provide sample topics and a sample essay which should serve as a great piece of referencing material on how to introduce orientalism as well as draft intelligent, and structured essays on your chosen topic. Orientalist Art as a Means of Cultural Imperialism The 1798 French Invasion of Egypt and its Influences on 19th Century Art Orientalism and its Influence on 19th Century French Artworks Orientalism and its Influence on 19th Century British Art Orientalism and its Influence on 19th Century Italian Art The Religion of the Orients and 19th Century Art Romanticism, 19th Century Art and the Orients Historical Representation of North African Women in 19th Century Art Women and Orientalism: 19th Century Representation of the Harems Making a Case for Exoticism as an Influence in Oriental Art The Inaccuracies between Oriental Art and the Oriental Culture it Represents The Turkish Menace, Exoticism and 19th Century Oriental Art The Imaginary Orient and 19th Century Europe A History of Orientalism and the Roles Played by 19th Century Painters Perceptions and Misconceptions of Islam in 19th Century Art Landscapes of Istanbul as an imaginary Oriental City through the Eyes of English Painters How Authentic were 19th Century Art in Representing Life in the Orients? Oriental Harems and 19th Centurys Fascination with Islamic Women An Introduction to Oriental Art of the 19th Century 19th Century Orientalist Art and Racism This concludes our 20 topics made available for you to give you choice. They can also serve as a source of inspiration for those who plan to tweak the subject matter a little bit to fit your particular needs. Be sure to also check our 10 facts for presentation on orientalism in the 19th century and our guide with specific instructions on how to nail such an assignment. Next is a sample essay on one of the topics listed above and that should also serve as a template when writing your orientalism in 19th century art. Art Presentation: A History of Orientalism and the Roles Played by 19th Century Painters Orientalism is the general term used by scholars in art, history, literature and music to depict eastern cultures from Eastern Asia, South Asia and North Africa. While orientalism in art can narrowly be defined as art created by western artists of the 19th century depicting life and the culture of the orients. Although the Orients, which means the East, had been known and visited by people of the West since the 12th century, the longing to visit the orients and create art concerning its cultures became widespread in the 19th century due to the exotic tales and the art they inspired in the hearts of Western audiences. The year 1798 which saw Napoleon invaded Egypt in his quest to expand Frances international reach is officially credited with reviving the interest of Western artists and scholars in the orients. The French presence in Egypt wasnt just military in nature for artist and scholars tailed the army with the aim of documenting Napoleons battles and the culture of the faraway places they encountered. This led to written works and landscape depictions of life in the orients as early as 1801. The Romanization of oriental cultures, its women and religion commenced sometime in 1820 as stories of violence, slavery and barbarism were told in the West by people who claimed to have been in the orients. These stories had drastically increased Western interest about life in the Far East and resulted in multiple pilgrimages by westerners to the Orients. In France, the term orientalism in art was finally coined and the Society of Orientalist Painters was founded in 1893 to provide artists painting depictions of Eastern life an official umbrella to congregate. At this time, European artist had started influencing the public opinion of oriental culture with art works that became famous and quite popular in Europe. These art works which emphasized on violence, eroticism and barbarism painted easterners in a certain light and served as propagandistic tools for European leaders, interested in conquering the orients. Orientalism scholar Edward Said, credits 19th century painters with dehumanizing oriental cultures and creating an enabling environment that supported European exploitation at the time. Notable artists such as Jean-Leon Gerome, Jean-Auguste Ingres and Delacroix, reinforced the belief in oriental barbarism with their famous paintings. Ironically, the inspiration for their paintings were from 3rd party accounts and the vivid imaginations of the artists themselves. An example of how 19th century painters affected the public opinion on oriental culture was on the subject matter of Muslim women and harems in the orients. Artist depictions told highly sexualized stories of oriental women, while panting its men as randy totalitarian masters of the household who used and discarded women at their whims. The effects of these depictions could be seen in Europes approach to slavery, their disregard for women of the orients and the irrational fear of Islam which led to several wars aimed at bringing civilization to the orients. The influence of 19th century painters can be likened to that of the media today and the power it wields in shaping the perceptions of people concerning a subject matter. Although not all 19th century painters created orientalist art as tools for propaganda, the end result of how these artworks were used was inevitable due to the elitist posturing of European leaders in the 19th century. References: Suren, L. (2010). Photography, Vision and Production of Modern Bodies, 70-80. https://books.google.com.ng/books?id=CUqSSoRvMv4Cpg=PA70lpg=PA70dq=photography+in+the+orients+were+stagedsource=blots=qR43dgAH9fsig=GAq35pM-yQMWAZz8ejglR9kolfMhl=ensa=Xved=0ahUKEwjbtIn6xNbMAhUlKMAKHeaSAjoQ6AEIGDAA#v=onepageq=photography%20in%20the%20orients%20were%20stagedf=false Irwin, R. (2006).  Dangerous Knowledge: Orientalism and Its Discontents Princeton Archeology Journal, Global and Views: Nineteenth Century Travel Photographs. http://web.princeton.edu/sites/Archaeology/rp/globalviews/gv1.html Jiman, M. (2009). Representation of Middle-Eastern Women in Orientalist Paintings in Nineteenth Century: A Comparison of French and Italian Orientalists. https://theskinnyjeanrant.com/2014/05/01/representation-of-middle-eastern-women-in-orientalist-paintings-in-nineteenth-century-a-comparison-of-french-and-italian-orientalists/ Alexandra, J. (2009). Orientalism in French Nineteenth Century Art: The Enigma of the East. http://bestamericanart.blogspot.com.ng/2014/05/orientalism-in-french-nineteenth.html?m=1 Nancy, D. (2008). The Origins of Orientalism. https://www.khanacademy.org/humanities/becoming-modern/intro-becoming-modern/a/orientalism Thomson, G. (2008). The International Encyclopedia of the Social Sciences: Orientalism. encyclopedia.com/topic/Orientalism.aspx

Definition and Examples of Anastrophe in Rhetoric

Definition and Examples of Anastrophe in Rhetoric Anastrophe is a  rhetorical term for the inversion of conventional word order. Adjective: anastrophic. Also known as  hyperbaton, transcensio, transgressio, and tresspasser. The term derives from Greek, meaning turning upside down. Anastrophe is most commonly used to emphasize one or more of the words that have been reversed. Richard Lanham notes that Quintilian would confine anastrophe to a transposition of two words only, a pattern Puttenham mocks with In my years lusty, many a deed doughty did I (A Handlist of Rhetorical Terms, 1991). Examples and Observations ofAnastrophe Ready are you? What know you of ready? For eight hundred years have I trained Jedi. My own counsel will I keep on who is to be trained. . . . This one a long time have I watched. . . . Never his mind on where he was. (Yoda in Star Wars: Episode V: The Empire Strikes Back, 1980)Sure I am of this, that you have only to endure to conquer. (Winston Churchill, address delivered at the Guildhall, London, September 14, 1914)Gracious she was. By gracious I mean full of graces. . . .Intelligent she was not. In fact, she veered in the opposite direction.(Max Shulman, The Many Loves of Dobie Gillis. Doubleday, 1951)Clear, placid Leman! thy contrasted lakeWith the wild world I dwelt in.(Lord Byron, Childe Harold)From the Land of Sky Blue Waters,From the land of pines lofty balsams,Comes the beer refreshing,Hamms the beer refreshing.(Jingle for Hamms Beer, with lyrics by Nelle Richmond Eberhart)Talent, Mr. Micawber has; capital, Mr. Micawber has not. (Charles Dickens, David Copperfield, 1848) Corie Bratter: Six days does not a week make.Paul Bratter: What does that mean?Corie Bratter: I dont know!(Jane Fonda and Robert Redford in Barefoot in the Park, 1967) Timestyle and New Yorker Style A ghastly ghoul prowled around a cemetery not far from Paris. Into family chapels went he, robbery of the dead intent upon. (Foreign News Notes, Time magazine, June 2, 1924)Backward ran sentences until reels the mind. . . . Where it all will end, knows God! (Wolcott Gibbs, from a parody of Time magazine. The New Yorker, 1936)Today almost forgotten is Timestyle, overheated method of newswriting by which, in Roaring Twenties, Turbulent Thirties, Time sought to put mark on language of Shakespeare, Milton. Featured in adjective-studded Timestyle were inverted syntax (verbs first, nouns later), capitalized compound epithets (Cinemactor Clark Gable, Radiorator H. V. Kaltenborn), astounding neologisms (rescued from Asiatic obscurity were Tycoon, Pundit Mogul, oft-used still by newshawks, newshens), sometime omission of definite, indefinite articles, ditto final ands in series except when replaced by ampersands. Utterly unlike Timestyle was New Yorker style. Relied latter heavily then, reli es it still on grammatical fanaticism, abhorrence of indirection, insistence on comma before final and in series. Short, snappy were Time’s paragraphs. Long, languid were The New Yorker’s. (Hendrik Hertzberg, Luce vs. Ross. The New Yorker, Feb. 21, 2000) Emphatic Word Order Anastrophe often is used to add emphasis. Consider a comic example. In a Dilbert cartoon strip published on March 5, 1998, the pointy-haired boss announces that he will begin using the chaos theory of management. Dilberts co-worker Wally replies, And this will be different how? Normally, we would place the interrogative  adverb how at the beginning of the sentence (as in How would this be different?). By deviating from the normal word order, Wally places extra emphasis on the question of difference. Wallys extra emphasis suggests that the new theory will not dramatically change the bosss behavior. (James Jasinski, Sourcebook of Rhetoric. Sage, 2001) Anastrophe in Films Anastrophe is an unusual arrangement, an inversion of what is logical or normal, in literature of the words of a sentence, in film of the image, in angle, in focus, and in lighting. It comprises all forms of technical distortion. It is clearly a figure to be used rarely, and it is not always certain if it has the effect intended. . . .[I]n the Ballad of a Soldier (Grigori Chukhrai), one of two signalmen is killed, and the other runs, pursued by a German tank. In a down air shot, the camera pans with tank and man, and at one point the scene turns, placing the ground up, the sky bottom right, the chase continuing. Is it the disoriented panic of the man fleeing wildly without plan, or the manic mind of the tank driver, pursuing one man, when he should be addressing himself to the destruction of companies, when, in fact, he could shoot? A bizarre act seems to call for an anastrophic treatment. (N. Roy Clifton, The Figure in Film. Associated University Presses, 1983)

Challenges of Incorporate Gen Y into the Workplace Essay

Challenges of Incorporate Gen Y into the Workplace - Essay Example Despite this, it is evident that the same generation counterbalances these negative traits by working well with specific managers aiming at meeting the corporate visions and values in addition to portraying their hard work to their employer in exchange for not only immediate reward, but also recognition (Alexander & Sysko, 2013). Alexander and Sysko claim that Millenials regard technology as their â€Å"sixth sense†. Thus, it is evident that this generation must incorporate technology into every aspect of their life. It is their extensive use of the technology that distinguishes them from other generations (Alexander & Sysko, 2013). Alexander and Sysko (2013) claim that the incorporation of the Millenial employees with other generations is often associated with confrontation from the Millenial employees. The Millenial employees often have ambiguous attitudes as well as conflicting behaviors (Alexander & Sysko, 2013). Millenials also carry their unique attitude and behavior to institutions. In tandem with this assertion, Alexander and Sysko (2013) argue that many Millenials portray not only a lack of drive and motivation, but also accountability in academia. They claim that the majority of the Millenials have the mindset of just showing up. Additionally, Alexander and Sysko (2013) claim that Millenials have an alarming attitude; being there to be entertained. The most disturbing element of the Millenials, however, is their lack of concern for the accuracy as well as the validity of the sources they use in carrying out their research. In other words, Millenials often portray unoriginality in everything they do (A lexander & Sysko, 2013). It is as a result of these qualities that it becomes very hard to mix Generation Y with other generations in a working environment. The attitude and behavior portrayed by the Millenials is as a result of their mindset. According to Alexander and

Interrelations Between the Syrian Conflict And the Instability Research Proposal

Interrelations Between the Syrian Conflict And the Instability Situation In Lebanon - Research Proposal Example The mixed nature of the study cannot be stressed. As such, theorists argue for the application of the synthesis of existing literature for such studies. Experts claim that among the most acceptable methods of research is an analysis of literature from reputable sources. Even though various forms of studies drawn from literature exist, the study adopts a narrative approach to investigate the issue and point out the problem as it is. As such, various pieces of literature will be analyzed to generate the most relevant facts regarding the issue. The analysis method is adopted due to the existence of abundant literature concerning the problem of the study and the available time constraints in conducting a field study. Of interest to the study is the findings and the conclusions drawn from various studies conducted regarding the topic of the research. As such, the study will review the historical underpinning of the crisis, and their socio-economic impacts. Among the relevant sources considered in the synthesis include websites of multilateral organizations such as the UN and its constituents. It also considers governmental websites regarding population and academic commentary on the war. Consideration is also given to research papers by various NGO’s relating to the topic and independent searches on the problem. The paper will also consult various academic journals and other print media to ascertain their perception regarding the issue.

Purchasing And Supply Chain Management Case Study

Purchasing And Supply Chain Management - Case Study Example The first level is the need/problem recognition or identification level. This is the primary stage where an individual buyer recognizes the need or problem. After an individual realizes a need or problem then only he/she starts searching for the solution/product. The second stage is to determine alternatives or to gather information about the product or solution. Thus, after completion of searching the alternatives, next comes the assessment stage. In this step, the various alternatives are assessed carefully in order to reduce risk and maximize profitability. Subsequently, the decision making part takes place which means whether to purchase a particular product or not. This can occur only when the individual is evidently convinced about the benefits of the product. Finally, appears the post-purchase evaluation stage. This is the last stage which deals with the satisfaction level of the customer after purchasing the product. Moreover, the process of purchasing also includes certain o ther facts into consideration. The requirement of the total cost is one of the essential components which need to be accessed before purchasing. Furthermore, the selection of a supplier is also evident, prior to buying as well as to search for other alternatives in order to acquire the product at a reduced cost (Weele, 2009). Conclusively, it can be stated that the decision of purchasing a product needs a cautious review of various aspects associated with it. According to the case study, it can be stated that Dr. Spiller is surely escaping normal purchasing procedures. As he is the head of the radiology department, so he tries to circumvent the general procedure of asking the purchasing manager before finalizing the deal for purchase.

Theories of Reflection in Teaching

Theories of Reflection in Teaching Understand the application of theories and models of reflection and evaluation to reviewing own practice. Analyse theories and models of reflection and evaluation. Explain ways in which theories and models of reflection and evaluation can be applied to reviewing own practice. (use SWOT analysis if possible) Introduction: Reflecting allows the teacher to mentally process, analyse and utilise an experiential knowledge in changing and replicating an outcome. The use of reflection allows the tutor to progress in their tuition. David Berliner (1992) indicates that the tutor advances in phases going from novice to expert Donald Schon in his book The Reflective Practice (1983) introduced reflective practice in which he used John Dewys learning through experience notion, based on other theories of learning and development like Jean Piaget, Kurt Lewin, William James and Carl Jung. Reflection according to Donald Schon is the ability of professionals to think what they are doing while they are doing it. He states that managing the indeterminate zones of professional practice requires the ability to think on the run and use previous experience to new conditions. This is important and needs the ability to reflect-in-action. As a teacher, I try to be student-centred, understanding, evidence-based and economical all at the same time. Schon also gives insight into how the reflective professional is formed. He describes the main ideas as: Reflective Practicum: A practicum is a setting created for the task of learning a practice D. Schon (1983). This links to learners learning by doing, with the tutors assistance. The practicum is reflective in two reasons: its intention of helping learners becoming proficient in a type of reflection-in-action, and when it functions properly, it entails a tutor learner dialogue of teacher taking the form of reciprocal reflection-in-action. (Argyris and Schon 1978) Tacit knowledge: arises from Michael Polanyis work where he describes the ability of picking out a familiar face in a crowd, without any thought, or a systematic features analysis. We cannot tell how this is done; hence the knowledge is unspoken or tacit Knowing-in-action: is also Schions idea which stems from the tacit knowledge concept. It is a type of knowledge that can be revealed in the manner we perform our duties and tackle problems. The knowing is in the action. It is shown by the skilful execution of the performance we are notably not able to make it verbally explicit. This tacit knowledge is obtained from investigations and also from the practitioners own reflections and experience. Reflection-in-action: occurs whilst a problem is being addressed, in what Schon termed the action-present. It is a response to a surprise such that the expected outcome is out of our control. This reflective process is conscious, but may not be verbalised. Reflection-in-action is about challenging our assumptions (since knowing-in-action is the basis of assumption). It is about thinking again, in a new way, about an already encountered issue. Reflection-on-action: is reflection after the event. Carefully carried out and recorded, willing suspension of disbelief. This phrase was made use of by Samuel Taylor Coleridge for describing the method of committing into an experience without judgement, in order to learn from it. Schon applies the term in association with the concept of learning by doing. One cannot will oneself to believe until one understands. But understanding often will only come from experience D. Schon (1983). Hence there is a need for the experience to occur. Operative attention: relates to the readiness to use new information. This concept is partly obtained from Wittgensteins contention that the meaning of an operation can only be learned through its performance. It prepares the student for feedback on that activity and builds understanding. The Ladder of reflection: Argyris and Schon describe a vertical dimension of analysis which occurs in the dialogue between student and tutor. In order to climb the ladder you must reflect on an activity. In order to move down the ladder you move from reflection to experimentation. This being a ladder, you can also reflect on the process of reflection. From my point of view, this process assists to modify stuck situations. Moving up or down the ladder is not essential as long as it assists tutor and learners in achieving together convergence of meaning. Kolb: Kolbs theory and model relies on the idea that the tutor and learner learn by experience and then modify collected information into knowledge. Kolb was encouraged by both Dewy and Piaget in the 1970s as were many other theories. Concrete Experience (doing/having an experience): is the doing part which arises from the content and process of the classroom tuition together with other teaching duties and practices. Concrete experience also arises from ones own experience of being a learner. Reflective Observation (reviewing/reflecting on the experience): associates with analysis and judgements of events and the discussion about the learning and teaching between tutor, mentor and colleagues. Tutors reflect on their teaching experiences specifically when they are not experienced and have seen a lesson that did not progress well. This may be called common-sense reflection. It is essential to express our reflections in some systematic way in order not to forget thoughts and develop on that experience for further reference. This might be carried out through self-reflections or evaluations after the event through keeping a log or journal. It might also include learner feedback and peer observation of teaching. Reflection in itself is not enough for promoting learning and professional development. Unless acted upon, reflection on its own without an action equals no development. Abstract Conceptualisation (concluding/learning from the experience): In order to plan what could be done differently next time, one must be informed by educational theory and advancement, for example, through CPD. Reflection is therefore a middle ground that brings together theories and analysis of past experiences. It allows a conclusion referring to practice. Active Experimentation (planning/trying out what you have learned): The conclusions formed at the Abstract Conceptualisation phase then create the basis for planned changes Active Experimentation. Active Experimentation then begins the cycle again; To implement change in teaching practice, one generates further concrete experience which in turn creates reflection and review to form conclusions referent to the effectiveness of those changes. Strengths Weaknesses Skills: Organization, interpersonal communication, problem solving, multitasking, and creative abilities. Education: Postgraduate degree, Diploma in Education Training (in view) Experience: One year teaching experience Networking: Have kept contact with teaching colleagues Character traits: Determined, hardworking, motivated, enduring, loyal, trustworthy, thrifty, and resourceful. Gaps in experience: One year teaching experience which might not be enough for senior roles in the education sector. Not yet achieved a Qualified Teacher Status Gaps in networking: Need to know a wide range of key players in the education sector. Opportunities Threats Technology: Online marketing, YouTube, mass communication Legislation: Government favours education sector Economy: May be buoyant for career growth. Demographics of Population: Large population, city, lots of job opportunities. Geographical: Schools and FE colleges are in the area. Sectors: Much growth in high-tech and hospitality sectors. Legislation: Government regulations restrict some education institution practices in pending privacy laws. Social Values: Some people may discriminate against being a democrat in a republican state. Economy: Current situations are terrible, unemployment is sky high. Demographics of Population: because I live in a crowded area there is more competition. Geographical: May have to move out of state to get a job. In analysing Kolbs theory model, I observed that it hugely depends on trying and re-trying of the complete instead of the step-by-step approach preferred by Argyris and Schon, the pitfalls are in the detection of small errors that lead to the complete inefficiency that could become enormous making smaller detail to be overlooked. The impact of the above-mentioned theories, models and principles amongst others is obvious in the reflective tutor and in my own practice, reflection is an importance aspect of my practice and Schons Ladder of reflection is an easy means of quantifying and analysing the advances and shortcomings of my practice, paving way for assessment and re-assessment of small aspects of teaching to be analysed and modified without changing the main part of the content and delivery. References: Argyris, C., Schon, D.   (1978) Organisational learning: A theory of action perspective.   Reading, Mass: Addison Wesley. Berliner, D. (Ed.). (1992). Exemplary performances: Studies of expertise in teaching. Reston, VA: The National Art Education Association. Dewy, J. (19930 How we think. A restatement of the relation of reflective thinking to the educative process. (revised edition), Boston: D. C. Heath. Kolb, D. A. (1984) Experiential Learning experience as a source of learning and development, New Jersey: Prentice Hall. Schà ¶n, D. (1983). The Reflective Practitioner: How professionals think in action. London:  Temple Smith Schon, D. (1991) The Reflective Practitioner How Professionals Think in Action, London: Avebury

Free College Admissions Essays: A Time of Growth :: College Admissions Essays

A Time of Growth    After months of waiting, I found out that I was one of the few individuals selected for a public-health internship at the World Health Organization (WHO) in Geneva, Switzerland.    I arrived in Geneva at the end of May, and began my internship at that time. On my way to work I passed by the United Nations complex, the International Red Cross and Crescent Museum, and many other international edifices. As I strolled into the World Health Organization for the first time, I was in disbelief, the WHO is the epitome of the health arena.    Public Health itself is, of course, extremely interesting to me, but more specifically one personally intriguing area is Sexually Transmitted Infections (STIs). I worked all summer in the department of STI Surveillance and Epidemiology. My specific project was to redesign and create a new global database for the surveillance of STIs. I completed my project and gave a presentation. I also created a CD-Rom to instruct new users on the details of the database, and a Microsoft Power Point version print out is included in this summary. In addition to the tremendous amount of knowledge I attained specifically while working on my project, I also gained vast experience in the complete functioning of a mass public health structure and international health issues. My co-workers and I easily established a professional relationship and soon became friends. I was invited into their lives and homes as they opted to share their food and culture with me.    Throughout my time abroad I also made the most of the opportunity to explore Europe. My WHO supervisors were very receptive and encouraging of my desire to travel. I had the opportunity to travel to various places in Italy, Spain, France, Monaco, and Switzerland.